Doenças infecciosas e parasitárias: o ensino de Biologia através de um jogo didático

Abstract

Didatic games are important tools that have been used more and more in the field of education, because they help in the appropriation of new knowledge and colaborate with the interaction between educators and students. In this way, this work had as main objective to elaborate a didatic board game approaching the topic of infectious and parasitic deseases in humans and to apply it in the night shift, in two classes of technical teaching in Clinical Analysis and one of second year of High School at Pedro Álvares Cabral State School, locared in São João de Meriti, in the state of Rio de Janeiro. The work was carried out according to the following five steps: 1) Making the track game “Profile of infectious and parasitic diseases”; 2) Evaluation of the students´s expectations to participate in the game and their previous knowledge about the diseases, through a questionnaire pre-test; 3) Expositive lecture on diseases; 4) Test the game with students in the classroom; 5) Evaluation of the students´s opinion about the game and their knowledge about the diseases after the expository class and the game, through a post-test questionnaire. The trail game was devoleped by the teacher and replicated in graphics. The students´s response to the pre-test demonstrated positive expectations to participate in the activity and highlighted that: “it would facilitate learn”, “it would help to know the content” and “it would be funny”. Through this same questionnaire, it was also possible to know the misconceptions about the infectious and parasitic diseases that the students had. After the expository lecture on diseases, it was possible to apply the game in three classes and at this stage of the work, there was greater interaction among the students and more interest in the subject adressed than during the lecture with dialogue. The students´ responses to the post-test showed that the game was rated as excellent by the majority. They also pointed out that they acquired knowledge, that the activity was dynamic, practical, funny and game promoted interaction among them. Thus, it was possible to conclude that the didatic game is a product that can be reproduced and used by other Biology teachers in high school. It was set up as a didatic resource that combines theory with practice, being an instrument of reflexion and a playful tool for the review and deepining of infectious and parasitic diseases.