Abordagem interdisciplinar para o ensino de imunologia no ensino médio

Abstract

The teaching of Immunology is still little explored in the classroom in high school classes, either due to the extension of other Biology contents or the lack of differentiated practices. As it is a relevant, dynamic, current topic and closely related to people's lives and health, this study aimed to dialogue with students about meaningful, reflective and investigative learning about the importance of knowledge of Immunology considering the social context. The activities were carried out in two classes (A and B) of the 2nd year of High School at the Vicente José Soares State School, located in Santo Antônio do Pontal, district of the city of Governador Valadares-MG. The actions developed included the application of a didactic sequence with an investigative and interdisciplinary methodology that contributed to the production of comics, texts and a game called immunological dominoes. It was intended to provide opportunities for interdisciplinary and transversal work as well as the survey of previous knowledge. The methodology used was in collaboration with the teachers of the English Language and Arts disciplines in the creation of comics and immunological dominoes. The Portuguese Language teacher was responsible for the spelling review and textual corrections through the Reference Matrix. The results achieved showed good use of the contents covered, since there was a significant improvement in the scores of the questionnaire applied. As for textual productions, the average grade was 6.9 out of 10 points, higher than the average grade of ENEM essays (2021 edition) which was 6.3 points. As for the comics, the students used their creativity and showed interest in approaching the topic of their choice, which was a positive factor. Regarding the immunological domino, the students contributed with suggestions for its improvement and at the time of the game, they carried out research when they were not sure which piece fit a certain concept or figure. The planning and application of this didactic sequence in an interdisciplinary way provided creativity, playfulness and involvement, contributing significantly to student learning.