Ensino de microbiologia e o método da problematização com o arco de Maguerez aplicados na educação em saúde

Abstract

Microbiology is conceptualized as a Science that studies prokaryotic and eukaryotic microorganisms, usually not seen with the naked eye, such as bacteria, fungi, protozoa, including viruses. In the current context, the study on microorganisms is carried out with basic education students, in an abstract way, through a theoretical approach, which makes it difficult for students to understand these tiny beings and at the same time so present on the day the day. The difficulty of understanding the microbiological universe can be alleviated by the development of more dynamic and attractive teaching-learning strategies, involving students in this extremely important scenario, related to their daily life. The objective of this research was to evaluate the application of the teaching method from the construction of a didactic sequence, of teaching microbiology, based on the Arco de Maguerez for high school students from a public school in the state of Minas Gerais and comparing it to the conventional education. The present study was developed using a qualitative and quantitative approach, carried out with students from 4 classes, two from the 1st year and two from the 2nd year of high school, totaling 107 students from a public school in the State of Minas Gerais. The didactic sequence was elaborated following the five stages of the arc: starting with the observation of reality, key points, theorizing, hypotheses of solution and ending with the application in reality. The method was applied in two classes (intervention), maintaining the current educational strategy in two more classes (control). The results showed that the teaching of microbiology developed through the active methodology, with the Arco de Maguerez was better understood by reducing the distance between theory and practice, arousing students' interest in microbiology that was previously seen as abstract. The applied method was positive in the teaching-learning process, leading students to an active participation, providing changes in the ways of managing and caring for the environment and health, transposing knowledge beyond the classroom. It was also possible to promote the sharing and interaction of this knowledge at school with the community, positively changing the reality in which the studies started. A digital magazine was designed to provide information about how teachers can use this sequence in theirs schools.