Proposta de uma sequência didática com estratégias para a promoção da saúde no Ensino Médio

Abstract

Health is recognized as one of the most important human rights for personal, economic and social development, as it is an essential resource for achieving a better quality of life and for encompassing individual and social issues. However, it is still seen by many as the absence of disease, only. In this perspective, health promotion has a difficult mission to collaborate with the understanding of its broad dimension and to be directed to face complex social problems, with actions to transform people's living conditions. With partnerships, this mission becomes much less complex. The school, for example, is an important ally, given its scope. It strengthens students' capacities to make responsible and favorable decisions for their health and that of their community, such as those related to vaccination. This intervention is currently facing a period of great challenges in Brazil. The country has had a vaccine drop in recent decades and seeks to reverse the low rate of adherence in all age groups, including adolescence. Likewise, Biology Education has several challenges to be overcome. One of them concerns the methodology aimed only at preparing for exams, without stimulating contextualization and problematization. New teaching strategies are necessary in an attempt to give themes and content a new meaning for everyday life. This dissertation, therefore, results from a bibliographic review that aims to present a didactic sequence for health promotion in High School, based on Problem Based Learning (PBL) and Jigsaw Cooperative Learning. Different strategies were articulated, brought together in the didactic sequence and presented in a script destined to teachers who intend, through problematizing, investigative and cooperative activities, to try to sensitize their students to promote discussions about quality of life. The studies of some authors point out as satisfactory the use of methodologies that place students as active and cooperative subjects and revealed that elaborating didactic sequences places the teacher as a researcher of their teaching practices, articulating, encouraging and mediating and the student as an active and autonomous subject on issues related to your health and quality of life. As these are methodologies that encourage student participation and collaborative and collaborative work, they are expected to be inspiring suggestions for teachers in order to assist learning and train citizens with an investigative sense and cognitive, social and emotional skills, aiming at criticality and decision making to improve quality of life.