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History of sciences for science education: medicinal plants of the expeditions within the Portuguese Empire (18th - 19th centuries) as a support for teachers education

Grant number: 18/09696-1
Support type:Scholarships in Brazil - Master
Effective date (Start): September 01, 2018
Effective date (End): August 31, 2020
Field of knowledge:Humanities - History - History of Science
Cooperation agreement: Coordination of Improvement of Higher Education Personnel (CAPES)
Principal Investigator:Silvia Fernanda de Mendonça Figueirôa
Grantee:Thailine Aparecida de Lima
Home Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This project continues, in the scope of Science Teaching, the work developed from May 2016 to December 2017 during the Scientific Initiation (Proc. Fapesp nº 2015 / 25120-4). Visa to the use of a set of images of botanical specimens with medicinal properties, to be selected within the collection of the National Museum of Natural History and Science (MUHNAC), University of Lisbon, as historical support for the Vegetal Biology classes for future teachers of science, in association with other materials. These images resulted from expeditions between the eighteenth and nineteenth centuries, sponsored by the Portuguese Crown to their colonial dominions, at the heart of political and economic disputes with other imperial powers. The study of the circulation routes of plants offers a broad view of customs, culture, and powers exercised by the empires, strongly imbibing scientific activity and the other spheres of social, political and economic life. Medicinal plants, along with foods, stood out in this scenario. Given the importance of knowledge on medicinal plants till present times, as well as the relevance of the tropical colonies, mainly Portuguese America, the documental corpus will prioritize the images and information of medicinal plants occurring in Brazil to support educational activities that incorporate the History of Science into the teaching-learning processes. We assume as a working hypothesis that the insertion of broader historical and contextual perspectives will give new meaning to the teaching of Sciences, still quite criticized. The work will be developed in botany classes for students of the Degree in Biological Sciences at the Federal Institute of Education of São Paulo (campus São Roque) to providing the history of science as support for the professional practice of future teachers in the teaching of science.