FROM TRADITION TO SCIENTIFIC RESEARCH: CONTRIBUTIONS OF WORLD CAFE AND PAPER CHROMATOGRAPHY TO THE TEACHING OF MEDICINAL PLANTS IN THE NEW HIGH SCHOOL CURRICULUM

Abstract

This study analyzed the contributions of active and investigative methodologies to the teaching of medicinal plants in the context of the New High School curriculum, articulating popular knowledge, scientific education, and experimental practices. The research is characterized as a case study, with a qualitative approach, descriptive nature, and grounded in action research. The pedagogical intervention was developed with 36 students from the 2nd year of high school at a public school located in the municipality of João Alfredo, Pernambuco, and was structured based on the Investigative Teaching Sequence (ITS). The didactic strategies used included the World Café methodology, paper chromatography, and the organization of an exhibition fair on medicinal plants. Data were collected through questionnaires, observations of classroom interactions, records of activities, and socializations carried out by the students. The results showed that the participants possessed prior knowledge related to the use of medicinal plants, acquired mainly in family contexts, and that the articulation between popular knowledge and scientific knowledge favored the construction of more meaningful learning. Experimentation with paper chromatography sparked students' interest in scientific investigation, while the World Café fostered dialogue, argumentation, collaboration, and appreciation of local culture. The exhibition fair consolidated student leadership and strengthened the connection between the school and the community. It is concluded that investigative and contextualized pedagogical practices contribute to a critical, participatory, and culturally situated scientific education, expanding the possibilities for teaching and learning in the New High School curriculum.