Sequência didática: a construção de história em quadrinhos como recurso didático para dinamizar o ensino de biologia

Abstract

Biology is one of the curricular components that make up the Common High School Curriculum, included in the area of knowledge of Natural Sciences and its Technologies. The topics covered by it cover other areas of knowledge and are also related to everyday situations. Despite covering topics directly and indirectly related to the students' routine, there is a great difficulty for students to associate what is studied and its forms of applicability to daily life and vice versa. Such a problem may be related to the lack of teaching strategies that can allow the student to be an active and reflective agent in the construction, understanding and applicability of the biological knowledge that constitutes their life experiences. Thus, through the methodology called Didactic Sequence, which includes several activities, didactic resources and pedagogical interventions, the aim is to streamline the teaching of Biology making it more meaningful for students. The theme addressed by the Didactic Sequence was Sexually Transmitted Infections, which culminated in the creation of a Comic Story, produced by students with the mediation of the teacher. This work was configured as a proposal for a pedagogical product, namely Didactic Sequence, which was developed with a second-year high school class, in Zona da Mata, Minas Gerais, and from its application, an experience report emerged. Its main objective was to stimulate youth leadership and the development of scientific literacy. The evaluation of the entire process was carried out in a qualitative way, in order to diagnose whether the students' posture became more dynamic, favoring the construction and consolidation of biological knowledge. In this sense, it is worth noting that such concepts go beyond strictly academic issues, since they lead to reflections on the individual and collective health of a society.