Plantas medicinais no ensino fundamental: uma revisão de literatura

Abstract

This study addresses the use of medicinal plants in primary education, highlighting the cultural and educational significance of this topic and exploring the integration between popular and scientific knowledge. The practice of using medicinal plants, especially in the North and Northeast regions of Brazil, reflects traditional knowledge passed down through generations, bridging culture and science within the school environment. In the science curriculum, the study of medicinal plants allows for contextualized education that values local culture and strengthens students' environmental awareness. The research was conducted through an integrative review, covering articles published between 2013 and 2023, with a total of 122 studies, of which 26 met the inclusion criteria for detailed analysis. Only articles in Portuguese that were free, complete, and addressed the teaching of medicinal plants in primary education were selected. Data collection and analysis used graphs and tables to identify patterns and trends, as well as to highlight gaps in the field. Questionnaires were the most widely used tool, present in 16 of the 26 studies analyzed (61.5%), followed by interviews in four studies (15.4%), literature reviews and observations (7.7% each), and textbook analysis (3.8%). Most studies (84.6%, or 22 works) opted for practical activities, such as workshops, school gardens, and tea preparation, while four studies (15.4%) employed theoretical approaches, showing that practical methods are effective in bringing scientific content closer to students' daily lives, encouraging more active learning. Regionally, most studies were conducted in the Southeast, with 9 articles (34.6%), followed by the South and Northeast, each with 6 articles (23.1%), while the North and Center-West had less representation, with 2 studies (7.7%) and 1 study (3.8%), respectively, along with 2 articles (7.7%) without a specified location. This concentration in more economically developed regions highlights the need for further investigations in areas like the Amazon, rich in biodiversity and traditional knowledge. Among the types of publications, 12 of the analyzed works (46.2%) were scientific articles, with the others distributed among monographs (7, or 26.9%), abstracts (4, or 15.4%), dissertations (2, or 7.7%), and book chapters (1, or 3.8%). Regarding research subjects, 12 studies (46.2%) involved students in upper elementary school, focusing on 6th grade, followed by 7th and 8th grades, while 9 studies (34.6%) focused on lower elementary school, primarily 5th grade, and 5 studies (19.2%) included students’ families or did not specify the group. It is concluded that the use of medicinal plants in primary education contributes to an inclusive education that values local knowledge and promotes environmental awareness, with practical activities that enrich learning and strengthen the connection between academic content and students’ cultural reality, encouraging a critical and sustainable perspective on the environment. The study also revealed a lack of research conducted in the northern region of Brazil, showing that despite its cultural wealth and biodiversity, little research has been done on medicinal plants in the North, especially in Amazonas. KEYWORDS: Medicinal Plants; Primary Education; Teaching