Uma sequência didática sobre sistema reprodutor, construída para uma abordagem investigativa no ensino médio

Abstract

The growing number of young people with sexually transmitted infections and early pregnancy has increased. In public schools, this fact has the consequence of dropping out of school. Note the high interest of high school students in the theme of the human body, human reproductive system and related themes. However, the time available for biology classes and the traditional approach do not allow students to answer questions. Thus, the objective of this research was to build a didactic sequence, with the participation of students, making learning about the human reproductive system meaningful and applicable to everyday life. To this end, the students' previous conceptions and doubts about the reproductive and self-care system were investigated; activities were developed based on the construction of a conceptual map, research, seminar, debate, production of didactic material and self-assessment. The raising of doubts, deposited in the curiosity box, anonymously, motivated the students' adhesion and facilitated the development of other activities. For, the answers to the questions appeared next, in a dialogue class and in the established debate. The creation of an individual concept map showed little knowledge about anatomy and physiology, mainly of the male reproductive system. However, after the research activity and seminar, concept maps built in groups revealed the leap in knowledge that was established in all four classes participating in the research. The production of didactic resources and presentation in the classroom and on display at the school showed the commitment of the students and the adoption of a new posture in relation to the questions of greatest doubt and interest. Finally, the self-correction of a questionnaire carried out in the first stage of the research was the certificate that the main objective was achieved, and the proposal allowed the establishment of significant learning on the subject. Therefore, the proposal led to the domain of scientific knowledge about the reproductive and self-care systems, allowing students to adopt behaviors that minimize adverse and unwanted situations, such as early pregnancy and sexually transmitted infections