Estratégias educativas para o processo de ensino e aprendizagem de parasitologia: uma experiência com alunos do primeiro ano do ensino médio

Abstract

Parasitology is a branch of study of great relevance to society, especially in the field of education and health, but in basic education. It is taught transversally, always linked secondary to other subjects such as basic sanitation. However, it is a subject that needs to be further explored and contextualized in an integrated way, and that can be used as a tool for prevention and maintenance of health. In this sense, it is the emergence of the importance of creating new didactic alternatives that aim to facilitate the teaching-learning process in parasitology. Therefore, the didactic sequence (SD) is highlighted, which in turn is a set of activities organized and articulated with each other to work a particular subject in stages and / or activities in order to improve the teaching / learning process of learners . This study aimed to evaluate didactic tools of a playful nature in order to lead students of the 1st year of high school in the processes of construction and appropriation of knowledge about parasitology. The chosen methodology included a bibliographical, exploratory, applied nature and qualitative-quantitative approach. The didactic sequence (SD) developed for this study was composed of four moments: Moment I - Awareness raising and initial survey (initial questionnaire and expository class); Moment II - Problematization (Mind Map); Moment III - Organization of knowledge and development (Quiz and practical class in the laboratory) and Moment IV - Synthesis and finalization (Comic book and final questionnaire). Therefore, the didactic sequence reported proved to be a viable alternative, since the steps followed were well received by the students, and with active participation of all involved, denoting being a pedagogical tool that can be used as a promoter of health education, especially in what concerns the teaching of parasitology.