Navegando por Autor "Araújo, Joeliza Nunes"

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Abordagem de ensino dos meliponineos em materiais didáticos no ensino fundamental e médio
(Universidade do Estado do Amazonas, 2021-12-16) Mourão , Rizelma Ramos; Taddei, Fabiano Gazzi; Taddei, Fabiano Gazzi; Araújo, Joeliza Nunes; Trindade, Dilcindo Barros
Bees are pollinating agents, their morphological structures contribute to their success in the ecosystem service, but due to anthropogenic activities of deforestation, burning, and the use of pesticides, they are contributing to the decimation of several species of bees. Therefore, it is necessary to seek alternatives to reduce the extinction process, in addition to actions that promote conservation of this group of insects. In this sense, the objective of this research. Conduct a bibliographic survey on teaching methods of Meliponini that are beginning to be used as an object of study in basic education, looking for patterns and approaches used and with significant results for learning. Thus, to identify the methodologies currently used in teaching about melipona bees in schools. Analyze teaching methodologies about Meliponas bees in elementary and high school. Understand the assimilation of students, in the sense of environmental importance of bee species, relating the pollinator function in the ecological environment. However, the analyzes were carried out with five authors who addressed themes of bees and the pollination service in order to ensure the conservation of bee species.
Aprendizagem significativa de botânica em ambientes naturais
(Universidade do Estado do Amazonas, 2015-02-12) Araújo, Joeliza Nunes; Silva, Maria de Fátima Vilhena da
The present work had as objective to make a theoretical essay looking for an approximation between the teaching of botany and the contributions of the Meaningful Learning theory. We conducted a critical analysis of field classes in natural environments that are potentially significant for learning content in Botany. Despite the teaching of this discipline, the subunits are anchored in the student's cognitive structure through contact with the material at some stage of their school life and with living with plants. When faced with a natural environment loaded with elements that “awaken” dormant knowledge, this environment favors the introduction of new concepts to those already known and, associated with the interest of the apprentice, these conditions make it favorable to meaningful learning. Keywords: Meaningful Learning. Concept Maps. Botany teaching. Field classes.
Aprendizagem significativa em botânica: um estudo com alunos do ensino médio envolvendo o tema briófitas
(Universidade do Estado do Amazonas, 2021-12-15) Souza, Eliandra Araújo; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Castro, Nayme Farias de; Pereira, Denilson Diniz
This TCC aimed to apply a didactic sequence in the Teaching of Botany on the theme Bryophytes with students in the 3rd year of high school in a public school located in the rural area of Parintins-AM. Initially, a questionnaire was applied to identify the students' prior knowledge about Bryophytes based on their significant learning in and their familiarity with the topic. Afterwards, the didactic sequence was applied in 5 steps: Field class, where students could observe the Bryophytes in their natural habitat, analyzing their characteristics and ecological relationships in the environment, as well as their importance to nature. Exsiccate Production, where students prepare the samples that were preserved in envelopes and learned in practice the purpose and assembly of exsiccates. Text production, in the classroom, students were instructed to produce a text of their impressions about the field class. Guidance on concept maps, at this stage the students had a class on how to build concept maps, their structure and presentation of general and specific concepts and finally Concept Map Production, the students built concept maps on the subject Bryophytes, to verify which concepts were learned by the students and if the field class contributed to a Meaningful Learning. With the analysis of the collected data, it was considered that the didactic sequence contributed significantly to the Teaching of Botany. It is concluded that the students demonstrated new concepts and refuted misconceptions that were verified by the answers in the questionnaires.
Aula prática como ferramenta pedagógica para aprendizagem significativa no ensino de zoologia.
(Universidade do Estado do Amazonas, 2019-06-04) Glória, Isabela Acássia de Souza; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Silva, Adailton Moreira da; Castro, Naimy Farias de
Zoology is one of the areas of biology that requires the use of differentiated strategies and methodologies such as the use of ludic activities, experimental practical classes, field practical classes and informative videos. Whereas, these diversified tools contribute in the process of constructing concepts, from the previous knowledge of the students. The aim of this research was to evaluate the significant learning of the contents of Zoology through the use of practical classes with 7th grade students. The methodology used was a didactic sequence that occurred in three moments: field class for insects collection; practical classroom classroom to assemble the entomological box with representatives of the class Insecta; production of text about what they learned during the field lesson and in the production of the entomological box. The results showed that bringing students closer to reality, giving them an opportunity to observe closely the species of our fauna, is a motivating way to teach zoology. The practical classes are methodological strategies that make this change perceptible, making the construction of knowledge, from the preexisting knowledge, promoting meaningful learning.
Aulas de campo como metodologia para o ensino de ecologia no ensino médio
(Universidade do Estado do Amazonas, 2017-03-11) Barros, Alessandra Trindade Cid; Araújo, Joeliza Nunes
Field class is a teaching methodology which allows active participation of the students and contributes for learning, acquisition of new knowledge; in addition to develop critical sense because provides the students the direct contact with the object of knowledge. Therefore, the objective this work was to assess the field classes as a methodology to facilitate meaningful learning of Ecology. Data collections were carried out through drawings by students about Ecology, a school trip to an ecological trail and a questionnaire to assess the meaningful knowledge about Ecology. The results support our way of thinking, field classes provide the students a meaningful learning of Ecology, in addition to environmental awareness and responsible attitudes. Thus, the field classes contribute for scientific training of the student. Keywords: Meaningful Learning, Non-formal Spaces, Field Classes, Ecology, Scientific Education
Avaliação da aprendizagem em biologia um estudo através do ensino da morfologia das briófitas.
(Universidade do Estado do Amazonas, 2019-06-04) Macedo, Kamily Oliveira; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Silva, Adailton Moreira da; Castro, Naimy Farias de
Botany, an area of biology, that studies about vegetables is considered an interesting subject by students, the factors that make it difficult for students to learn about this subject are the uses of scientific names in Latin or the terms proper to botany. This work aimed to investigate the contribution of a didactic sequence as a pedagogical strategy for meaningful learning of concepts of the morphology of bryophytes by students of the 3rd year of High School. The research was carried out at the Dom Gino Malvestio State School, located in the municipality of Parintins-Am. The methodology of the research was qualitative and the instruments for data collection were bibliographic review and field research. Although many difficulties have arisen during the process, the motivation and the involvement demonstrated by the students prove the effectiveness of the didactic sequence in the process of teaching learning about the morphological characteristics of bryophytes.
Avaliação do processo da produção e armazenamento de polpas de frutas produzidas no município de Parintins AM
(Universidade do Estado do Amazonas, 2020-11-30) Colares, Stefany de Matos; Bezerra, Cynara Carmo; Bezerra, Cynara Carmo; Araújo, Joeliza Nunes; Chalco, Fiorella Perotti
The production of fruit pulps has increasingly become an alternative of agribusiness for the population of the City of Parintins-Am, where the climate is favorable for the great demand for the product, however, most of these producers do not use the proper good manufacturing practices, thus adopting artisanal production methods, not ensuring the quality of the final product. During the performance of this work, a technical visit was made to a fruit pulp production company, where through the application of a Checklist, an evaluation of the fruit pulp production process was carried out. Therefore, this research aimed to study aspects of the production of fruit pulps produced in the municipality of Parintins / AM, through the observation of the production process and storage conditions of fruit pulps, seeking to contribute with subsidies for the better insertion of this activity in the municipality's economy, as well as to know the public health aspects involved in this production. This study was carried out in a company located in the urban area, at fairs and markets, where the information was collected through interviews, informal conversation with marketers and observation of the procedure. Based on the survey, it was found that there is a great demand from producers who use the artisanal procedure for the production of the pulps, not meeting the standards required by the legislation, not ensuring the organoleptic characteristics of the product and as for the company visited, it complies most of the requirements, presenting a Technical Manager, a manual of Good Practices and all stainless steel equipment, however, there are still aspects to improve.
Avaliação dos métodos tradicional e lúdico, no ensino da classe reptilia
(Universidade do Estado do Amazonas, 2020-11-18) Andrade, Emily Sarubi de; Taddei, Fabiano Gazzi; Taddei, Fabiano Gazzi; Araújo, Joeliza Nunes; Bezerra, Cynara Carmo
This monographic bring the discussion about the evaluation of the methods: traditional and ludic, in the teaching of the reptilia class, we find it increasingly difficult to teach and learn zoology in elementary school. In this, the work was developed in its methodology by a research that constituted a quali-quantitative approach, carried out in a school in the municipal system of the Parintins-AM, with the general objective of comparing the learning of 7th grade students under the intervention of teaching in classes that used traditional and ludic methods; and as specific, the identification of the teaching method of zoology used by the 7th grade teacher in the science discipline; the application of ludic as an attempt to intervene in student learning and its effectiveness; and the qualitative assessment of the students' interpretation of the methods to which they were submitted. The results obtained in the evaluation of the average learning obtained in the ludic method was, significantly, less than in the traditional method. Despite the motivation presented by students during activities different from the usual ones worked in the classroom, this study evidenced the need for the integration of methods to generate better learning for a theme that, even though it draws attention like reptiles, presents concepts and terms of difficult assimilation.
A botânica sob o olhar dos alunos do ensino médio
(Universidade do Estado do Amazonas, 2015-02-22) Batista, Leandro Nogueira; Araújo, Joeliza Nunes
Botany is a branch of Biology that is concerned with studying the characteristics of plants, with physiology, morphology and anatomy being some of them. The Amazon region has great plant diversity that can be an alternative to theoretical classes that usually take place in the school context, aiming to improve the teaching and learning process through differentiated classes. Considering the relevance of knowledge about plants in science and biology education, this study aimed to identify previous conceptions of science, biodiversity and botany concepts by high school students from a public school in the municipality of Parintins-AM. The data collection was obtained through an interview with 31 students of the 3rd year of High School through the application of a form consisting of open and closed questions, since the interviewer could use an accessible language in order to promote a better understanding. of the student about the questions. In view of the results obtained with the interview, it was possible to verify that although the students have enough knowledge on the subject, there are still many limitations, with Botany being considered by most as complex and uninteresting, revealing that it is necessary to seek methods and techniques that facilitate learning significant impact on vegetables. Keywords: Botany teaching. Teaching and learning. Meaningful Learning
O desafio do ensino remoto para alunos surdos durante a pandemia do Covid-19 no Centro de Estudos Superiores de Parintins UEA
(Universidade do Estado do Amazonas, 2022-05-27) Cerdeira, Luan dos Santos; Castro, Nayme Farias de; Castro, Nayme Farias de; Araújo, Joeliza Nunes; Trindade, Dilcindo Barros
People with Special Educational Needs (SEN), such as the deaf, are supported for teaching, by public policies such as Decree nº 5.626, of December 22, 2005. However, the deaf student still faces communication barriers, in several teaching levels. In higher education, it is no different, making it a great challenge to stay on to complete the course. The Covid-19 pandemic has accentuated many differences, including these students. This work aims to understand what were the biggest challenges that deaf students had in learning during the Covid-19 Pandemic at the Centro de Estudos Superiores de Parintins - CESP/UEA, focusing on classes taught remotely. To carry out this work, five deaf students enrolled in higher education courses at CESP participated in this research, answering a questionnaire involving the research theme. The results obtained showed that several difficulties that deaf students faced during the pandemic, such as the lack of interpreters, little communication with teachers and the difficulties of family support, due to the lack of understanding of the Brazilian sign language, in addition to the lack of communication between the teacher and the deaf student.
Educação inclusiva e o ensino de botânica - produção de uma cartilha no Sistema Braille para o estudo da morfologia vegetal para alunos com deficiência visual.6UY7
(Universidade do Estado do Amazonas, 2022-10-11) Abecassis, Felipe dos Santos; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Castro, Naimy Farias de; Amoêdo, Francisca Keila de Freitas
Inclusive education must be available to everyone, regardless of disability, color or religion. And it must be present everywhere and at all levels of education. Thus, this work aimed to analyze the teaching and learning process in Biology for students with some type of visual impairment in a regular school in the city of Parintins/AM. The research adopted was qualitative and the data collection instruments were the bibliographic review on the research theme and the field research. The field research took place through a questionnaire applied to students who have visual impairment, being carried out through open questions about inclusive education and the teaching of Biology. A booklet was produced in Braille and in high relief on plant morphology to teach botany to students with visual impairments. The research subjects were 4 students, 1 from the Nossa Senhora do Carmo school of a 3rd Year High School class and 3 students from the Dom Gino Malvestio State School of a 3rd Year High School class, both located in the urban area of municipality of Parintins/AM. The research results pointed out the challenges faced by visually impaired students in relation to the teaching and learning process in Biology, such as the development of traditional teaching methodology, absence of practical classes, lack of materials adapted for the visually impaired and Biology textbooks not adapted. With this, we realize that there are still many obstacles to inclusion, such as the availability of adapted teaching resources, investment in continuing and specialized training of teachers, implementation of adequate and inclusive teaching methodologies for students with visual impairments. The reports show us how important and necessary the inclusion of visually impaired students is and how much we still need to advance towards building an inclusive society in which students can develop their professional skills.
Ensino da morfologia das folhas na educação básica em escola estadual do Município de Parintins
(Universidade do Estado do Amazonas, 2018-06-26) Santos, Sandra Duque dos; Araújo, Joeliza Nunes
In this paper we evaluate the implementation of a didactic sequence for the meaningful learning of leaf morphology with students of Basic Education. The didactic sequence was carried out in formal space (classroom) and in non-formal space (natural environment) through didactic strategies different from those that students experience in school every day. The methodology of the research is qualitative. We used as instruments for data collection the bibliographic research and didactic sequence that was carried out in five moments: walking on the trail, collection of excicates, text production, album assembly on leaf morphology and construction of conceptual maps. The texts produced revealed learning about plant diversity, plant morphology with emphasis on leaf morphology and plant physiology. The conceptual maps analyzed show hierarchical relationships between concepts of plant diversity treated during the didactic sequence. The Ausubelian principles of progressive differentiation and integrative reconciliation are present in the maps constructed by the students surveyed. Therefore, the implementation of the didactic sequence was relevant for the meaningful learning of the leaf morphology and can contribute to the development of the scientific education of the students of Basic Education. Key words: Botany teaching. Meaningful Learning. Didactic sequence.
Ensino da Morfologia do caule em escolas da educação básica
(Universidade do Estado do Amazonas, 2019-01-12) Silva, Leyce Alcântara da; Araújo, Joeliza Nunes
This paper had the objective of evaluating the implementation of a didactic sequence for the significant learning of stem morphology with students of Basic Education. The didactic sequence was carried out in formal space (classroom) and in non-formal space (natural environment) through didactic strategies different from those that students experience in school everyday. The methodology of the research is qualitative. We used as tools for data collection bibliographic research and didactic sequence that was carried out in five moments: walking on the trail, collection of stem types, production of text, assembly of a collection of stems and construction of conceptual maps. The accomplishment of the didactic sequence resulted in the students' interest in learning significantly about biodiversity, vegetation and their interrelationships with other living beings. In the walk along the trail we provide students with greater contact with plant diversity in the living laboratory, especially with the stem morphology. Textual production and conceptual maps revealed significant learning about stem morphology. Coherentpropositions and hierarchical organization of concepts were presented in concept maps. We conclude that there was been a systematization between students' previous knowledge and the new knowledge. Therefore, through the implementation of the didactic sequence for the significant learning of the stem morphology, one can contribute to the development of the scientific education of the students of Basic Education. Key words: Botany teaching. Significant learning. Didactic sequence.
O ensino das angiospermas em espaços não formais
(Universidade do Estado do Amazonas, 2020-10-29) Silva, Leyce Alcântara; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Castro, Naímy Farias de; Silva, Simone Souza
The teaching and learning process can have a significant result when theoretical knowledge is combined with practice, thus resulting in student learning. In the teaching of Botany, the use of non-formal education spaces with field classes becomes a didactic resource to overcome the demotivation and disinterest of students and their teachers. Since, these spaces can help the teacher to conduct interesting classes and promote not only the learning of concepts and their interrelations, but also the awareness for the sustainable use and conservation of the natural resources of the Amazon. Thus, this work aimed to analyze the development of didactic-pedagogical strategies in a non-formal space for learning concepts about Angiosperms with basic students. The research methodology had a qualitative character. We used as a tool for data collection the bibliographic research and the didactic sequence in five moments: tour class, collection of dicotyledonous angiosperm samples, text production and construction of conceptual maps. The development of the didactic sequence resulted in the students’ motivation and interest in learning significantly about biodiversity, vegetation and their interrelations and their teaching of angiosperms. In the outing class, we provide students with greater contact with vegetables in the living laboratory, especially with the morphology of dicotyledonous angiosperms. Textual production and concept maps revealed significant learning about angiosperm morphology. Coherent propositions and hierarchical organization of concepts were presented in the concept maps. There was the systematization of students’ previous knowledge and their association with new knowledge. Therefore, the implementation of the didactic sequence contributed to the development of science education for basic education students.
O ensino das angiospermas em espaços não formais
(Universidade do Estado do Amazonas, 2020-10-29) Silva, Leyce Alcântara da; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Castro, Naímy Farias de; Silva, Simone Souza
The teaching and learning process can have a significant result when theoretical knowledge is combined with practice, thus resulting in student learning. In the teaching of Botany, the use of non-formal education spaces with field classes becomes a didactic resource to overcome the demotivation and disinterest of students and their teachers. Since, these spaces can help the teacher to conduct interesting classes and promote not only the learning of concepts and their interrelations, but also the awareness for the sustainable use and conservation of the natural resources of the Amazon. Thus, this work aimed to analyze the development of didactic-pedagogical strategies in a non-formal space for learning concepts about Angiosperms with basic students. The research methodology had a qualitative character. We used as a tool for data collection the bibliographic research and the didactic sequence in five moments: tour class, collection of dicotyledonous angiosperm samples, text production and construction of conceptual maps. The development of the didactic sequence resulted in the students’ motivation and interest in learning significantly about biodiversity, vegetation and their interrelations and their teaching of angiosperms. In the outing class, we provide students with greater contact with vegetables in the living laboratory, especially with the morphology of dicotyledonous angiosperms. Textual production and concept maps revealed significant learning about angiosperm morphology. Coherent propositions and hierarchical organization of concepts were presented in the concept maps. There was the systematization of students’ previous knowledge and their association with new knowledge. Therefore, the implementation of the didactic sequence contributed to the development of science education for basic education students.
O Ensino de Ciências Naturais na pandemia de Covid-19: a experiência de professores da rede pública da Cidade de Parintins - AM
(Universidade do Estado do Amazonas, 2022-05-26) Silva, Danielle Barauna; Castro, Naimy Farias de; Castro, Naimy Farias de; Trindade, Dilcindo B.; Araújo, Joeliza Nunes
The year 2020 started with a different approach than usual, which began with the Covid-19 pandemic, which lasted two years. This study aimed to investigate the difficulties that teachers from the public network of Parintins faced in the teaching of natural sciences in the face of the challenge of remote classes imposed by the Covid- 19 pandemic. Eight teachers of natural sciences from elementary schools I and II from the public school system answered a questionnaire to characterize the sample of teachers' difficulties in the four schools involved in the research. It was evident from the results that teachers went through challenges to bring teaching to students, since they had to be removed from the classroom due to social distancing requirements. The lack of preparation of teachers in the face of lack of mastery and knowledge of digital tools and school structure, social, technological and economic inequality were some aspects that became more evident in the research. It was found that even with the great difficulties, there was a joint effort by the school and teachers to reach the largest number of students, especially students who did not have access to the syllabus provided by the teachers.
Ensino e aprendizagem de conceitos científicos em Fisiologia Humana: O Sistema Urinário
(Universidade do Estado do Amazonas, 2022-05-23) Piedade, Louise Cristine Alves; Chalco, Fiorella Perotti; Araújo, Joeliza Nunes; Silva, Adailton Moreira da; Castro, Naimy Farias de
This work aimed to investigate the contribution of a didactic sequence involving the production of drawings and practical classes for the significant learning of concepts about the Urinary System in Basic Education. The data collection instruments used were bibliographic review and field research. In the review, the theoretical assumptions about Teaching and Learning in Biology, Meaningful Learning and the use of practical classes and drawings as a teaching methodology were sought. The field research took place through a didactic sequence in the classroom and in the science laboratory of the school addressing the theme Anatomy and Physiology of the Urinary System, being carried out through free observation of the class, production of drawings of the human figure, application a contextualized theoretical class, practical class and production of a drawing of an animal kidney. The research subjects were 23 students from a 2nd year high school class at Caburi State School in the rural area of Parintins-AM. The results obtained demonstrated the importance of the application of practical classes that stimulate the active participation of the students together with the contextualization of the content to make them protagonists of their learning, using their preexisting and empirical knowledge and transforming them into scientific knowledge. Contact with potentially significant material sparked his curiosity to learn about the structure and functioning of the kidney. The drawings proved to be a relevant strategy to stimulate students' creativity and make them participatory, making them evidence their previous knowledge and, later, the new knowledge acquired through illustration. Thus, with the use of this didactic modality, in addition to allowing students access to scientific investigation procedures, it enabled them to acquire new meanings in their cognitive structure regarding the subject studied.
Ensino intercultural e bilingue: uma pesquisa sobre o ensino de ciências naturais na Escola Municipal Marechal Candido Rondon no município de Barreirinha
(Universidade do Estado do Amazonas, 2022-05-27) Oliveira, Rosa Maria Garcia de; Castro, Naímy Farias de; Castro, Naímy Farias de; Araújo, Joeliza Nunes; Vieira, Edilena Albuquerque
The main objective of this work was to carry out a research on how the teaching of Natural Sciences is approached with a proposal for a differentiated, intercultural and bilingual teaching, identifying the methodologies, analyzing didactic materials and their difficulties. Therefore, the main focus was the analysis of teaching in the discipline "Indigenous Sciences and Knowledge" developed at the municipal school Marechal Candido Rondon of the Simão village located on the right bank of the Andirá river - municipality of Barreirinha - AM, belonging to the Sateré Mawé people. The methodology used was qualitative research, in which the technique of direct observation was used for data collection and application of semi-structured questionnaires directed to the teacher and students of the 9th grade of elementary school II of the school under study. In view of the analyzes carried out and the data collected, it was possible to perceive that the school has its own way of teaching, aiming to achieve a differentiated, bilingual and intercultural teaching. However, it was noticed that it is necessary for the teacher to use more dynamic classes, such as field classes and the insertion or contextualization/interaction of scientific knowledge and indigenous knowledge in a more effective way, so that an intercultural and bilingual teaching can actually occur.
Explorar recursos didáticos alternativos para o ensino da célula eucarionte no ensino fundamental
(Universidade do Estado do Amazonas, 2020-11-04) Gaia, Nelissa Lima; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Bezerra, Cynara Carmo; Castro , Naímy Farias de
The discipline Natural Sciences in Elementary Education is the basis of scientific literacy. Moment when the student learns many concepts that will be useful for their training. Among these concepts are the concepts of cytology that are usually treated in Elementary School with theoretical classes with a focus on the memorization of cellular structures. Based on the assumption that it is possible to explore concepts about cells with concrete material, games and dynamics, this research aimed to implement a didactic sequence for the teaching of cytology through play activities with students in the 8th grade of elementary school. The research methodology is qualitative. The research subjects were 38 students from a class from the 8th grade of elementary school. For data collection, the following research instruments were used: literature review and field research. The field research took place through a didactic sequence that was divided into four moments: 1. theoretical class to expose the eukaryotic cell content; 2. activity with modeling clay where students have to model the structure of the eukaryotic cell; 3. Didactic game called “Cytoplasmic Play” and 4. Text production where we could assess students' learning. With the development of the research we concluded that the use of ludic activities and didactic games are important for the teaching and learning of scientific concepts in cytology.
Herbário de plantas medicinais para o ensino de botânica
(Universidade do Estado do Amazonas, 2020-11-03) Rodrigues, Alciani Bentes; Araújo, Joeliza Nunes; Araújo, Joeliza Nunes; Bezerra, Cynara Carmo; Castro, Naímy Farias de
Herbarium is a collection of samples of dehydrated plants, which are collected, prepared, treated, cataloged and stored according to specific techniques. Herbariums contain a large amount of information and data on plant diversity, such as conservation, ecology, physiology, pharmacology and agronomy. A didactic herbarium allows interaction between students and science and biology subjects, in which they will demonstrate better performance in the teaching-learning process. Thus, the present work aimed to evaluate the implementation of a botanical collection in the form of a herbarium, with an emphasis on medicinal plants to assist the teaching and learning in Botany of students of the 7th year of Elementary School. The methodology used in the research was qualitative research due to the evaluative nature of the study. The data collection instruments were bibliographic review and field research. The field research was carried out in the following stages: 1. Theoretical class on herbalization techniques; 2. Collection of botanical material; 3. Conversation Wheel; 4. Herbarium production; 5. Practical class on Leaf Morphology and 6. Text production. The development of the research allowed us to identify that the students did not have knowledge about herborization techniques and about its importance for the study of the characteristics of the plants. After the theoretical class, the students were able to describe concepts about the herbarium. The plant species collected were: Gossipidium herbaceum L., Ruta graveolens L., Plectranthus barbatus, Cinnamomum zeylanicum, Cymbopogon citratus, Melissa officinalis L., Senna westernis (L.), Mentha villosa, Phyllanthus niruri L., Justicia acuminatissima. The conversation circle was an important moment to identify students' popular knowledge regarding the medicinal use of plants collected in their homes. The texts produced by the students revealed that there was learning about the morphology of the leaves, about the technique of herborization and about the medicinal importance of the plants. Therefore, we concluded that the implantation of the botanical collection favored the learning of the leaf morphology content by the researched students