Sequência didática como ferramenta facilitadora na construção e consolidação do conhecimento em imunologia e virologia

Abstract

The current scenario of Brazilian public education focus on traditional class models that basically consist of the transmission of knowledge to the student, who must passively assimilate and memorize the content. Nevertheless, it is necessary to consider the sociocultural diversity of the students, and it is essential to make use of different didactic tools in order to promote participatory and dialogic teaching. The didactic sequences are, in this sense, a viable ludic alternative in the development of the students' cognitive potential, and can be great allies in the pedagogical process, providing a dynamic and enriching learning experience. This active methodology aims to establish a set of activities organized in a systematic way, with steps linked to each other, facilitating the teaching/learning process. Thus, this work aimed to develop a didactic sequence with 10th and 11th grade students of high school from the Dr. Pedro Paulo Neto State School, located in Divino - MG. This didactic sequence allowed the participation of students in different activities such as dialogued lectures, searching for specific terms in personalized word searches with subsequent association of these terms to the subjects studied, research and presentation of school works, and, finally, the elaboration and application of a didactic game that approaches immunology and virology in a contextualized way. The validation of the adopted methodology was performed through observations recorded in a logbook and a questionnaire, applied in two moments (the first one was applied after purely expository classes and the second one was applied after the use of active methodologies). As a result, it was observed that the didactic sequence provided cooperative learning with satisfactory student engagement in the proposed activities, showing commitment and excitement in the different stages. Regarding the questionnaire, there was a significant increase in the percentage of correct answers in the reapplication, which indicates that the strategies adopted during the work acted effectively as facilitators of the construction and consolidation of knowledge of the content covered.