Sequência didática com elaboração de jogo para estudo de aspectos epidemiológicos das doenças infecto-parasitárias causadas por microrganismos

Abstract

Epidemiology integrates Biology content in high school and studies the different factors that intervene in the spread and propagation of diseases, and the means necessary for their prevention. Some infectious and parasitic diseases have a prevalence and incidence in the population that contrasts with the ease of prevention of some of them, which makes one think about how the contents built in the school are, or not, used by students in their training as critical citizens. -participants. The intense content load, the absence of structural conditions in schools and teacher training have been pointed out as causes that prevent the topic from being approached in a meaningful way. However, it is known that education should contribute to the exercise of participatory citizenship, leading the student to exercise critical thinking and to make responsible, ethical and consistent decisions in the identification and solution of problem situations, regarding individual and collective health. Therefore, the teaching and learning process must occur through strategies that involve the mobilization of cognitive resources, personal investment, perseverance and cooperation, and games stand out as strategies that enable collective work, with the objective of provoking interactions or fix certain knowledge, thus becoming a didactic resource. This project proposed the development of a didactic sequence, with the elaboration and application of a Didactic Game on the epidemiology of the most common viruses to students of the second year of high school at Colégio Estadual Moacyr Padilha, of the city of Três Rios/ RJ and the evaluation of its pedagogical efficiency, as a way to help the teaching performance. The methodology used involved the collection and organization of the students' previous knowledge on the subject and the elaboration by them of letters with clues about each disease addressed. The data were collected through the teacher's participant observation and analyzed qualitatively, through the interpretation of the data collected in the observations and analysis of the students' speeches and reactions. This work concludes that didactic sequences that involve the elaboration of games are an efficient strategy to seek the engagement, cooperation and meaningful learning of students.