O uso de paródias no ensino de biologia

Abstract

The teaching of biology must be based on non-traditional methodologies, which allow the teacher to have a new teaching practice, more dynamic and multidisciplinary, providing and motivating students' participation and interest. In this way, they are given opportunities for development, making them active subjects in their teaching-learning process, favoring a meaningful and non-mechanical learning. In this sense, in order to innovate the professional work and promote a meaningful learning, I present a methodology that can be potentially significant: the use of parodies in the Biology teaching process. The main objective of this work is to offer a didactic sequence of applying parodies in the classroom, demonstrating its importance as a teaching tool, that provides a better use and learning in Biology teaching. The methodology presented was applied and analyzed during a period of two years, between the second semester of 2017 and March 2019, in five public schools in the states of Minas Gerais and Espírito Santo. For its application, a total of 13 classes and 250 students of Elementary and High School were evolved / analyzed, being 7 High School classes, with 129 students and 6 classes of Elementary School, with 121 students. The research was descriptive type, with bibliographic source and nature of qualitative data, and focused on my own experience and the ones already published in the literature. In these classes, the application of internet parodies and the production of parodies created by the students were carried out. The ready-made parodies, taken from the internet, motivate students to better understand the content and to demand less application time, that can be applied at several moments in the classroom. The parodies created by the students were presented in two different formats: only the presentation itself and during a contest. For that, a didactic sequence was elaborated as a product of this work, in ten stages, specifying and explaining how to produce the parodies in the classroom and, in five more steps, how to make a parody contest. The production of parodies, besides developing creativity and other skills, helps the student to become more active in learning. Therefore, the use of parodies is a methodology that can always be applied because it diversifies the classes, leaving the traditional method of teaching and bringing the students involvement, transforming them into protagonists of their knowledge through meaningful learning.