Plants in Science Teaching and the Production of Affective Bonds and Memories

Abstract

This work addresses curricular production in Science and Biology, especially in the context of Botany teaching, as an “alchemical” process, influenced by psychological, political, and social factors. The concept of "bonds" in science is examined, highlighting the role of affective relationships in constructing Life Science. Furthermore, "botanical imperception" is analyzed, highlighting how the lack of understanding of the importance of plants harms Science teaching. The study describes an extension activity at a school in Rio de Janeiro, where students built terrariums to learn about ecosystems, biogeochemical cycles, and photosynthesis. The results indicate that approaches based on alchemy and the creation of bonds can be practical for teaching Botany, helping students to understand scientific concepts and develop affection for the plant world. The activity was well received by the students, who showed interest and established bonds with plants, overcoming "botanical imperception".