<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000100137</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17879</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso do QR Code no Ensino de Botânica: uma proposta de trilha escolar para os anos finais do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of QR Code in Botany Teaching: a proposal for a school track for the final years of Elementary School]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso del Código QR en la Enseñanza de la Botánica: una propuesta de itinerario escolar para los últimos años de la Enseñanza Fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Fernando Icaro Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Rosemeire dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dinardi]]></surname>
<given-names><![CDATA[Ailton Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A crise ambientalista evidencia a degradação do meio ambiente e sinaliza a crescente distância na relação entre os indivíduos e a natureza. Desse modo, o ser humano tem se desconectado da admiração dos cenários ambientais, da visualização das plantas no ambiente, o que resulta na chamada &#8220;impercepção botânica&#8221;. A literatura científico-acadêmica aponta uma série de defasagens nos processos de ensino e aprendizagem de Botânica, principalmente no que diz respeito a um ensino obsoleto, tradicional e desconexo com a realidade dos educandos. À vista disso, este trabalho tem como objetivo construir uma Trilha Botânica escolar para o Ensino Fundamental, por meio do uso do QR Code como estratégia de ensino e aprendizagem em Ciências da Natureza. Em termos metodológicos, foram identificadas e caracterizadas 9 espécies arbóreas no entorno de uma escola do campo, situada na cidade de Uruguaiana, município do Oeste Gaúcho. Isto posto, promoveu-se uma intervenção pedagógica junto a uma turma do 9º ano, composta por 12 estudantes. Nessa atividade, os estudantes participaram ativamente na elaboração de placas botânicas, empregando o QR Code como elemento estruturante para a implementação da Trilha Botânica escolar. Os resultados apontam para a importância da pesquisa participante no processo de ensino e aprendizagem, pois os educandos construíram uma aprendizagem significativa na compreensão de conceitos botânicos, diferenciação de espécies em tipos de folhas e frutos, contribuindo para a abordagem da Educação Ambiental contextualizada e biorregional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The environmental crisis highlights the degradation of the environment and signals the growing distance in the relationship between individuals and nature. In this way, human beings have become disconnected from the admiration of environmental scenes, from the visualization of plants in the environment, which results in the so-called &#8220;botanical imperception&#8221;. The scientific-academic literature points to a series of gaps in the teaching and learning processes of Botany, mainly with regard to obsolete, traditional and disconnected teaching with the reality of students. In view of this, this work aims to build a school Botanical Trail for Elementary School, through the use of the QR Code as a teaching and learning strategy in Natural Sciences. In methodological terms, 9 tree species were identified and characterized around a rural school, located in the city of Uruguaiana, a municipality in Oeste Gaúcho. That said, a pedagogical intervention was promoted with a 9th year class, made up of 12 students. In this activity, students actively participated in the creation of botanical plaques, using the QR Code as a structuring element for the implementation of the school Botanical Trail. The results point to the importance of participatory research in the teaching and learning process, as students built significant learning in understanding botanical concepts, differentiating species into types of leaves and fruits, contributing to the contextualized and bioregional Environmental Education approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A crisis ambientalista evidencia la degradación del medio ambiente y señala el creciente distanciamiento en la relación entre los individuos y la naturaleza. De este modo, el ser humano se ha desconectado de la admiración de los escenarios ambientales, de la visualización de las plantas en el entorno, lo que resulta en la llamada &#8220;impercepción botánica&#8221;. La literatura científico-académica señala una serie de deficiencias en los procesos de enseñanza y aprendizaje de la Botánica, principalmente en lo que respecta a una enseñanza obsoleta, tradicional y desconectada de la realidad de los educandos. En este contexto, este trabajo tiene como objetivo construir una Trilha Botânica escolar para el Ensino Fundamental, mediante el uso del QR Code como estrategia de enseñanza y aprendizaje en Ciencias de la Naturaleza. En términos metodológicos, se identificaron y caracterizaron 9 especies arbóreas en los alrededores de una escuela rural ubicada en la ciudad de Uruguaiana, en el municipio del Oeste Gaúcho. Isto posto, se llevó a cabo una intervención pedagógica con una clase de 9° año, compuesta por 12 estudiantes. En esta actividad, los alumnos participaron activamente en la elaboración de placas botánicas, utilizando el QR Code como elemento estructurador para la implementación de la Trilha Botânica escolar. Los resultados apuntan a la importancia de la investigación participativa en el proceso de enseñanza y aprendizaje, ya que los educandos construyeron un aprendizaje significativo en la comprensión de conceptos botánicos y la diferenciación de especies en tipos de hojas y frutos. Esto contribuye a la aproximación de la Educación Ambiental contextualizada y biorregional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências da Natureza]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa participante]]></kwd>
<kwd lng="en"><![CDATA[Environmental education]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Natural Sciences]]></kwd>
<kwd lng="en"><![CDATA[Participant research]]></kwd>
<kwd lng="es"><![CDATA[Educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Ciencias Naturales]]></kwd>
<kwd lng="es"><![CDATA[Investigación participante]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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