O uso de atividades lúdicas no ensino de botânica: uma experiência vivenciada no programa institucional de bolsa de iniciação a docência

Abstract

This work explores the effects of using playful activities in the teaching of Botany, based on an experience carried out within the Institutional Scholarship Program for Teaching Initiation (PIBID). The study is an experience report about a workshop conducted with high school students from a public state school in the municipality of Porteiras- CE. The theoretical framework is developed based on literature on playful activities, Botany teaching, and PIBID, notably the works of Callai (2015), Souza (2025), among others. The results suggest that playfulness played an important role in promoting participation, student protagonism, and the learning of Botany content. It emerges that the integration of playful activities is an alternative strategy to address problems in Botany teaching and to foster scientific education in Basic Education. This study contributed to initial teacher education by enabling, within the PIBID context, the experience of pedagogical practice articulated with theory, promoting the development of skills such as planning, mediation, and critical reflection, as well as encouraging the use of playful approaches in Botany teaching, which strengthened the construction of professional identity and the understanding of teaching and learning processes in Basic Education.