Iniciação científica no ensino médio com abordagem na aprendizagem sobre HIV / AIDS

Abstract

Introduction: the incentive for scientific initiation in basic education has been discussed by educators who consider this methodology an important tool in stimulating scientific research with high school students. However, the scientific method and teaching by research are not usual in the pedagogical practices of most teachers and bring many challenges to their realization in the school context. Objectives: we sought to produce an investigative teaching sequence (ITS) guiding teachers in the scientific initiation of students with a focus on learning about HIV/AIDS, whose steps are organized in a way to enable studies on the principles of the scientific method, prevention, etiology , clinic, virus epidemiology, in addition to the analysis and discussion of scientific data about HIV/AIDS. Methodology: to support the elaboration of the ITS, 32 high school students from a public school in Teresina were involved in the quantitative research, who were questioned about their knowledge about HIV/AIDS, their understanding of teaching resources and methodologies used by teachers during classes on the topic. An online lecture was held with an infectious disease physician on AIDS in order to raise awareness about vulnerabilities to HIV. The survey of epidemiological data on HIV / AIDS reported in Teresina, between the years 2015 to 2019, was carried out in consultation with DATASUS. Results and discussion: in the understanding of students, the prevalence of traditional education among teachers was verified, which does not favor the critical and scientific training of students, numerous gaps or deficiencies in learning were identified in terms of HIV prevention, etiology and epidemiology of HIV/ AIDS, showing the need to deepen studies on the topic with them. Regarding the survey of HIV/AIDS cases in Teresina, there were 1005 cases of HIV in the period studied, with the majority being diagnosed among men (74.5%), in brown people (65.4%), with age group between 20 and 39 years (64.2%) and incomplete elementary school. In addition, the results served as subsidies for the elaboration of a ITS on HIV/AIDS, a digital educommunicative booklet and a blog entitled "Previna-se AIDS". Conclusion: in the understanding of students, the methodologies applied by teachers do not encourage scientific research, the most used teaching resource is a book, students are not attracted to classes and have difficulties in understanding about various aspects of HIV/AIDS, most of them are looking for information on the internet or television to the detriment of teachers and parents. It is necessary to use innovative teaching methods, such as investigative teaching sequences that can favor teachers to promote students' scientific initiation, leading them in the autonomous search for knowledge, improving learning about HIV/AIDS and, consequently, minimizing the possible vulnerabilities of these young people to HIV infection.