Ensino de virologia na EJA: aplicação de uma sequência didática como forma de promover a aprendizagem e o protagonismo dos alunos

• Ano de defesa: 2022
• Autor(a) principal: Silva, Claudio Paz da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Biologia Molecular; Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO); UFPB
• Palavras-chave em Português: Virologia; Sequência didática; Informativo; Híbrido; Virology; Didactic sequence; Newsletter; Hybrid; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/25127

Virology is an area of biology that studies viruses and its importance is related to microbiology and pathology. The present research presented the proposal of teaching virology in Youth and Adult Education (EJA), having the didactic sequence as a way to promote learning and student protagonism. In this sense, we opted for the construction of a newsletter that sought to explain, from the experience that the students had in the didactic sequence, some concepts of virology in a more attractive way and with a simpler language. Thus, the objective of this research was to develop a didactic sequence in virology in the education of young people and adults in high school and from there, produce a collaborative newsletter. The research took place in 2021, with the high school Cycle VI class of EJA, initially formed by 16 students from the State School of Elementary and High School Demétrio Toledo in the city of Juripiranga - PB. The research was developed with the hybrid teaching model with the use of digital information and communication technologies (TDIC), which allowed a closer approximation of the objects of study and a production with alternative materials. The investigative proposal present in the research was a qualitative approach based on an action research in a cooperative way during biology classes, with emphasis on virology. Thus, the concepts and contents were contemplated in the didactic sequence of the research, so that the methodological procedures were carried out in four stages: 1- Diagnostic activity and data collection, 2 - Product of the TCM - Didactic Sequence, 3 - Production of the Newsletter Collaborative, 4 – Post Test and Analysis of Results. In this sense, in the methodological stages, we sought to suggest pedagogical practices to work on the topic of virology, always focusing on the importance of scientific research and the role of students. For this, a diagnostic activity was carried out, the Production of a Collaborative Newsletter and a post-test questionnaire, whose results were obtained from the analysis of the questionnaires applied to these students. The results showed the feasibility of the didactic sequence, which showed an improvement in the students' understanding in the study of viruses, although some difficulties observed in the post-test questionnaires may be linked to concepts that were not developed with due specificity and detail in the Didactic Sequence (SD). In this sense, it is necessary to use innovative teaching methodologies that encourage students to think and produce new knowledge, contextualizing and problematizing their reality, such as the practice of carrying out a Didactic Sequence (DS) product of this TCM.