Integração do sistema neuroendócrino: uma proposta de ensino por investigação

Abstract

The neuroendocrine system, a fundamental topic in biology, addresses the mechanisms that regulate body functions such as growth, development, sexual life, and homeostasis. However, traditional teaching, characterized by poorly diversified lectures, a complex scientific language, and the lack of contextualization with the student's daily life makes learning not very engaging for high school students, presenting a significant pedagogical challenge. Since the implementation of the Parâmetros Curriculares Nacionais (PCNs) in the 1990s, youth autonomy and protagonism have been prominent in solving educational problems. Furthermore, in the new Base Nacional Comum Curricular (BNCC), this protagonism is even more encouraged, seeking to scientifically literate the learners. This paper investigated how inquiry-based learning activities can mobilize teaching practices and facilitate the understanding of the neuroendocrine system in Biology classes. The overall aim was to promote student learning about neuroendocrine system integration through inquiry-based learning activities. The qualitative research involved data collection during activities execution, registering students' interactions, and evaluating the material they produced, with content analysis based on Bardin's methodology (2016). The research was conducted with sophomore students from a state public high school in Santo Antônio de Jesus/Ba, who were aged between 16 and 19. The proposed activity was distributed over seven classes, in addition to extraclass time research and the production of short videos by the students. The results included the planning of the Investigative Activity, the experience evaluation, and the analysis of the contributions of Inquiry-Based Learning to understanding the subject. The activity resulted in two main products: an e-book and a face-to-face escape room entitled "Safe School - integrando o sistema neuroendócrino". There was an improvement in conceptual knowledge, in addition to attracting attention and mobilizing students, arousing their curiosity and a protagonist attitude that brought them closer to science practice. It is concluded that the inquiry-based learning methodology contributed to a significant learning of the concepts addressed, strengthening the basis for future learning related to health and well-being.