Ensino de biologia: o uso de paródias na aprendizagem de microbiologia

Abstract

The terminology used by teachers in the area of Microbiology in High School can cause disinterest on the part of students, as well as difficulty in learning and appropriation of technical terms. The present study was carried out with students from the 1st and 2nd year of high school at the Federal Institute of Education, Science and Technology of Piauí - IFPI - Campus São Raimundo Nonato, and this consisted of analyzing the effectiveness of the use of parodies in the learning of Microbiology, using an Investigative Teaching Sequence (SEI). For each series, a Microbiology theme was contextualized and a parody was presented by the teacher/researcher, who proposed the construction of musical parodies by the students in a collaborative way, where they could demonstrate the development of scientific literacy. An SEI was developed with the application of a pre-test questionnaire before the use of parodies, and a post-test questionnaire applied after the use of parodies, in order to measure the normalized learning index, from the Hake's equation. To evaluate the effectiveness of the applied methodology, a project evaluation questionnaire was applied at the end, in addition to a qualitative analysis of the lyrics of some parodies produced by the students. A parody contest was also held as a way of publicizing the parodies produced. A relevant learning rate was observed in the application of SEI with the use of parodies, which can be applied as an Approach in the Teaching of Microbiology in High School, as well as other Biology contents. As a product proposal, an SEI and a book of parodies built by the students and the researcher teacher.