Avaliação do uso de metodologias de ensino e aprendizagem no ensino de Microbiologia em uma escola pública

Abstract

Active methodologies are didactic strategies in various contemporary educational contexts, well accepted in all areas of knowledge, in which teachers mobilize students for the development of autonomy and critical training in the face of the proposed challenges. In this context, the role of the teacher is much broader and is not focused on transmitting information from a specific area; he is mainly the driver of personalized and collective scripts to guide learning. In the teaching of Sciences, especially in the teaching of Microbiology, active methodologies have been used effectively, addressing significantly content, which stimulates students' curiosity about the phenomena of Nature, expanding knowledge about the increasingly evident microscopic world in the media. This dissertation presents the master's research whose objective was to evaluate the perception of teacher and students regarding the use of active methodologies in the teaching of Microbiology content within the Science discipline in Elementary School classes of a public school in the city of Uberaba, MG . In the research, whose methodological path presents the outline of an action research, practical workshops were built with themes chosen through the active problematization methodology. Thus, students were given the opportunity to ask their questions about the microorganisms previously addressed in Science classes, as well as to build new knowledge through workshops held from the use of simple and recyclable materials. The students' perception was assessed after each workshop, using a specific questionnaire and the teacher's perception was assessed through semi-structured interviews. As a result, five practical workshops were carried out with the local educator during the curricular hours of the Science discipline, which took place in the second semester of the year two thousand and nineteen. The themes of the workshops were: “Biodebate: Myths and truths about Bacteria”; “Ideal conditions for the growth of microorganisms”; “Investigating school surfaces”; "Dirty mouth! Revealing my bacterial plaque and Microscopy ”and“ PlayMicro: Learn Microbiology playing! ”. The evaluation of the students' satisfaction through the analysis of the applied questionnaires evidenced a great acceptance of the practical workshops carried out with active participation. About the interview with the Science teacher, the same about the process of organizing and applying the workshops throughout the school year, which showed great acceptance by the practices offered, emphasizing that they corroborated for a much more comprehensive and meaningful expository class. observe students as protagonists of their own knowledge. As a conclusion, through this study it was possible to verify that the active teaching and learning methodologies contributed to the teaching of Microbiology in a public school, a success evidenced by the adhesion and satisfaction on the part of teachers and students.