2026-01-092026-01-092018-07-05REIS, Maísa Rodrigues dos. Dificuldades do ensino de botânica na concepção dos professores das escolas de ensino fundamental da cidade de Breves, Pará. Orientadora: Maria Goreti Coelho de Souza. 2018. 33 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2018. Disponível em: https://bdm.ufpa.br/handle/prefix/9049. Acesso em: .https://bdm.ufpa.br/handle/prefix/9049The teaching of botany is marked by several barriers, among the most evident is the way the botanical knowledge is presented to the students, in a systematic, traditional and decorative way, disassociated with the reality of the student and unfavorable to their learning. The difficulties in teaching and consequently learning botany are closely related to the practice that the teacher uses and the choices of the strategies adopted. Starting from this assumption this work aims to investigate the difficulties and conceptions of teachers on teaching of botany, having as participants eight teachers of five elementary School of the city of Breves, Pará. The data survey took place during the period from November 2016 to March 2017. Initially, there was a conversation with the participating teachers and then the presentation of the informed free consent term. In order to obtain the information, we use the descriptive qualitative approach, with the instrument of the form of a structured, applied through recorded interview. The data obtained were transcribed analyzed and interpreted, according to some techniques of the content analysis of Bardin. Although the respondents consider the practical lessons important for the learning of the student and the teaching of botany important for their lives, taking into account the ecological, economical and cultural importance of the vegetables, some restrict their classes to the classes Due to lack of equipment and difficulty in transposing theoretical knowledge to practical classes. On the other hand, some respondents can use alternative spaces such as the school yard or bring plants to the classroom, to energize with practical lessons the teaching of botany. In this way, we conclude that the absence of alternative and differentiated methodologies, hinders the learning in botany and that there is a need for teachers to seek continuous training that will help them to provide these content more safely.Acesso AbertoFormação de ProfessoresEnsino de BotânicaAprendizagemTeacher TrainingBotany TeachingLearningCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil