Relato da aplicação de uma sequência didática sobre metabolismo inspirada na Pedagogia Waldorf para alunos de ensino médio da rede pública: impacto no ensino de biologia

Abstract

The Biology teaching in public schools is generally recognized for being a content bias and away from students' reality, by lack of resources for experimental classes, by the lack of laboratories, thus presenting itself as unattractive to high school young peoples, which results in disinterested, listless and undisciplined students. The consequence of low adhesion and participation student, an attitude justified from teaching that does not correspond to their aspirations, is the non-consolidation of learning. It is necessary a pedagogical practice that considers the student in his plenitude and stirs up in him the spontaneous will to learn. In this context, Waldorf Education emerges as a promising alternative to improve the teaching learning process. The purpose of this work was to report the application of a didactic sequence about Metabolism inspired from Pedagogy Waldorf to public high school students and to analyze how it impacted the participation in classes and activities, the interest in Biology content and the quality of the student‟s relationship with this subject and with the teacher. Therefore, some Waldorf Pedagogy precepts were adapted to the curriculum of the regular school, such as: the science teaching must start from the observation of the phenomenon until its meaning is in corporate proving the student the opportunity to develop him own concepts; the results aren‟t consolidated on a single day because sleeping is essential for memory organization; the “main lesson blocks teaching” favors learning; the evaluation contemplates the global educational process and not just the final result; all teaching must be an authentic knowledge experience, instrumentalizing the student to be protagonist of social changes. These principles were the basis for the elaboration of a didactic sequence on "Energetic Metabolism of Living Beings", covering the contents of chemosynthesis, photosynthesis, fermentation and respiration, as well as the pH scale construction using red cabbage extract. This didactic sequence was applied in a 1st year high school class of Nyrce Villa Verde Coelho de Magalhães School, located in the city of Juiz de Fora, in 2019. During the project execution, there was great involvement of the students with the work proposal and increased interest in the content, which was revealed mainly by the students‟ investigative posture during the scientific phenomena observation, participation in the class reports and and for the effort to conceptualize their observations. The increase of students‟ concentration in activitiesreduced indiscipline during classes.In the post-project period, there were changes in students' behavior, such as more responsibility for homework, more 12 commitment to the artistic production of tasks, better discipline in classroom, better relationship with Biology and better relationship with the teacher. These facts constitute a notable change in the students‟ attitude that, before, was characterised by disinterest and collective apathy, and started to assume traits of youth protagonism, living up to the Waldorf proposal to stimulate the students‟ desire to learn through the experiencing what them was taught, making them responsible for their own learning.