Educação em saúde: uma sequência didática investigativa sobre as doenças tropicais negligenciadas

Abstract

The reformulations in the New High School curriculum have demanded reflections on the part of Biology teachers about the contents and teaching strategies to be adopted. In this context, this study proposes to investigate the application of an Investigative Didactic Sequence on Neglected Tropical Diseases for the high school students learning. The research presents a designed activity with the aim of providing an understanding of the topic and stimulating students' autonomy in the construction of new knowledge through investigation. The methodology adopted was qualitative, involving data collection during the execution of the activity, recording student interactions and evaluating the materials they produced, subjected to a content analysis based on Bardin's (2016) approach. The study was conducted with a second grade high school class from a state public school in Salvador/Bahia, made up of young people aged between 15 and 18 years old. The proposed activity was distributed over five classes, in addition to extra-class time dedicated to research and production of materials by students. The results obtained refer to the planning of the Investigative Didactic Sequence, the evaluation of the experience of its application and the analysis of the contributions of Teaching by Investigation to the understanding of the content. It was noticed that the proposed sequence stimulated discussions in the classroom that led to the creation of information cards used to verify understanding of the topics covered and disseminate knowledge within the school community. It was observed that the Investigative Didactic Sequence promoted greater engagement and interest on the part of students, allowing them to take an active role in the construction of knowledge. Additionally, when analyzing the cards produced, it was noticed the assimilation of Biology concepts and reflection on the relevance of the topic in the political, social, economic and cultural spheres. Finally, it is highlighted that the Investigative Didactic Sequence developed in this study can significantly contribute to teaching practice by modifying the dynamics of classes, encouraging motivation and facilitating students learning.