Investigando os sistemas endócrino e nervoso utilizando uma abordagem lúdica

Abstract

Teaching about human body regulation systems, still taught within the traditional content context, based exclusively on expository classes and the literal reproduction of concepts described in textbooks, does not provide significant learning for students. This fact contributes to the lack of interest, lack of protagonism on the part of the student and lack of understanding on the topic. The objective of this work was to develop, through investigative teaching, a didactic sequence addressing the functioning of the endocrine and nervous systems in regulating the human body. The Didactic Sequence (SD), consisting of 4 stages, was built with 28 students from four classes from the 2nd year of regular high school at Colégio Estadual Dôrval Ferreira da Cunha. The first stage (problematization of the topic) took place from an audiovisual activity followed by a questionnaire discussed during the conversation circle; in the second stage, a playful and investigative activity was applied, which involved the development of a word cloud and an extra-class activity; in the third stage, teaching materials were created and work was presented, through research carried out in after-school hours, and in the fourth stage, the teacher completed a closing process integrating the concepts developed in SD. The students, during shifts and after shifts, produced two games: one about the effects of marijuana and another about insulin, a card game, a board game, theater, a video with artificial intelligence, a Podcast and glands with biscuit dough. The presentation of the seminars was very positive, presented critical reflections on the information, contributing significantly to the consolidation of knowledge and the development of students' skills. The difficulties encountered in public basic education, especially in the teaching of Biology, require strategies that alleviate these spaces and that enable the teacher to stop being the sole responsible and maintainer of all knowledge and the teaching-learning process. Playful and investigative activities, which promote knowledge, dynamic and engaging classes, are a facilitating method to be used in basic education. This didactic sequence was well received by students and presented satisfactory results in terms of learning and engagement. The active involvement of students in the proposed activities and the creation of teaching materials by the students themselves contributed to greater appropriation of the content and a more meaningful learning experience. It is concluded that playful activities and dynamic and engaging classes, using research-based teaching, contribute to participation, promoting knowledge. Therefore, the applied method is a facilitator to be used in basic education.