Folhas da natureza, folhetos do sertão: a Literatura de Cordel como estratégia no ensino de Botânica

Abstract

The relationship between Brazilian culture and education, especially regarding the appreciation of cultural diversity in the teaching-learning process, is essential to promoting knowledge that is connected to multiple identities, broadening perspectives, and fostering the construction of a more inclusive society. This study proposes the use of Literatura de Cordel as a pedagogical strategy due to its playful and expressive nature and its potential to connect students to their cultural roots by encouraging contact with various Brazilian cultural manifestations. The proposal is grounded in an interdisciplinary approach that enabled students not only to access scientific knowledge but also to establish connections between these contents and other forms of expression, such as music, poetry, and visual arts. It also aimed to value family memories and experiences, making the learning process more meaningful and creative. The didactic sequence, focused on Northeastern Brazilian culture and Literatura de Cordel, was integrated into Biology teaching, with an emphasis on Botany content. A variety of resources were used, including videos, readings, written records, and artistic productions, promoting multiple forms of expression and communication. The results observed include the strengthening of students' cultural identity, increased engagement and interest in the proposed content, the encouragement of creativity and artistic expression, as well as the development of a critical and respectful attitude toward different cultures. It was also possible to perceive an expansion in the students’ understanding of the different ways humans observe and represent nature, especially plants. Thus, by integrating science and regional culture, the proposal contributed to a more interactive and inclusive education, reinforcing students’ connection to their roots and supporting the formation of culturally aware and socially engaged individuals.