Construção e avaliação de uma sequência didática: ensino sobre ciclo menstrual e o uso da pílula anticoncepcional

Abstract

Teaching is something complicated which requires hard research work, study and use of techniques that allow the delivery of knowledge in an effective and efficient way. Sexuality issues are even more disturbing, because they involve cultural and social concerns, as well as religious beliefs that affect the dialogue. They also have influence in the student learning process and the teacher's approach. In this regard, it is necessary to change the traditional teaching procedure, using a dynamic teaching method that seeks for active participation of the students in knowledge development. Aiming for didactic improvement, this work chooses to elaborate and apply a teaching methodology named didactic sequence (DS), which can be defined as a set of activities connected among themselves, planned to use a content, step by step. The goal is to elaborate, develop, describe and analyze a didactic sequence about the Menstrual Cycle and the Use of Contraceptive Pill with sophomore students from Raul Soares State High School, located in the city of Ubá, Minas Gerais, present at Zona da Mata Mineira. In order to carry out the research, three syllabus were developed, incorporating in Biology classes a teaching methodology that, through didactic sequences, makes it possible to elucidate and clarify issues regarding sexuality. Thus, we opted for a more dynamic, practical and active approach for students. A questionnaire with objective and discursive questions was elaborated to analyze the efficiency of the applied methodology. It is called a diagnostic questionnaire, with the purpose of determine the students' previous knowledge about the matter. After the application of the didactic sequence, the same questionnaire was reapplied, in order to establish the knowledge acquirement with the proposed methodology. The answers to the questionnaires were compared to an answer key and grouped into categories: C - correct answers indicating good knowledge or learning, P - partially correct answers indicating some knowledge or learning, I - Incorrect answers or out of context indicating no knowledge or learning and N - did not answer. At the end of this study, the percentages obtained in the two applied questionnaires were compared in order to determine whether there was an evolution in the students' learning capacity. In a general parameter, there was a significant increase of correct answers in the questionnaire applied after the DS, which obtained a rate of 61.8% of correct answers (C), 40.1% more than in the questionnaire answered before the DS. In addition, the percentage of incorrect answers (I) was also significantly reduced, since in the first questionnaire (before DS) the error rate was 44.3% and in the second (after DS) this rate was reduced to 17.2%, 27% less incorrect answers (I). Therefore, it was concluded that the activities proposed in the didactic sequence, contributed to a rescue of previous knowledge and provided an expressive learning gain. Besides that, the proposal of developing an active methodology in the manner of didactic sequence, represented an attractive and dynamic didactic alternative for teaching the menstrual cycle and the correct use of the contraceptive pill, both for teaching Biology and for promoting students' health.