Diabetes tipo 2: uma proposta de ensino por investigação na educação de jovens e adultos

Abstract

Given the increase in cases of type 2 diabetes among young people and adults, studying diabetes mellitus in schools is essential to promote self-care and disease prevention. Promoting a healthier lifestyle, combined with changes in eating habits and physical activity, contributes to reducing the number of cases and improving the quality of life of those with the disorder. This work aimed to investigate how inquiry-based teaching can contribute to the learning of Youth and Adult Education students in understanding and preventing type 2 diabetes mellitus. A descriptive research methodology with a mixed methods approach was adopted, involving students from formative period II of Youth and Adult Education, aged between 18 and 60 years old, at a state school in Bahia. To collect qualitative data, records in the training journal and materials produced by students were used. In collecting quantitative data, a structured questionnaire was applied. The qualitative data analysis was organized into two categories: inquiry-based teaching didactic strategy and results of the didactic approach. Quantitative analysis was carried out through descriptive analysis of the initial and learning questionnaires. The results obtained showed that students had conceptions and experiences about type 2 diabetes, and that the Investigative Teaching Sequence stimulated discussions in the classroom, bringing students closer to scientific culture and enabling the production of fanzines and dialogue with the school community on the topic. Furthermore, it was evident that the use of investigative activities helped in understanding the disease and in students learning, placing them as protagonists in the teaching and learning process. Finally, it was found that Teaching by Inquiry is an appropriate didactic approach to encourage the protagonism of Youth and Adult Education students, promoting their active participation in the teaching and learning process through reading, writing, construction of arguments, interpretation, production and understanding of the world.