A sala de aula invertida e o ensino por investigação na disciplina de anatomia e fisiologia humana em uma escola de ensino médio profissionalizante da zona sul de Teresina-PI

Abstract

The importance of the teaching and learning process in Human Anatomy and Physiology (HFA), transforming the traditional and mechanical practice of anatomical knowledge into a clinical, dynamic and innovative practice is fundamental for good professional training, student success and society growth. In this perspective, the present dissertation had as general objective to analyze the potential of the Inverted Classroom (IC) methodology in promoting teaching by investigation, in the AFH discipline in a class of Vocational High School Integrated to Youth and Adult Education (PROEJA) of a school in Teresina, Piauí, through the production and application of an Investigative Teaching Sequence (ITS). The carried out work was a qualitative research of the participant type. The research was carried out with a sample of 37 (thirty-seven) students, 14 from the 2nd Nursing module class A, 12 from the 2nd Nursing module B class and 11 from the 2nd Pharmacy class, with ages ranging from from 22 to 53 years. The classes taught to carry out the research were remote and happened during the second semester of 2021. The criteria for inclusion in the sample group were: students who were attending the Integrated High School of the PROEJA modality, who had the AFH discipline in their curriculum. And the exclusion criteria were: students who are not in the PROEJA modality; those transferred from other schools. During the development of the SEI through the SAI, it was observed that the students promoted investigation into the problems addressed at the beginning of each class, but that in the 1st stage the SEI the class was not inverted, as the students did not study and investigate the topic of class in advance. In the second moment of SEI, the class was completely inverted. The SAI had a good acceptance by the students, because when asked them about the contribution of the methodology to the improvement of the learning of the anatomy and physiology contents of the cardiovascular system, 83% answered that the SAI improved in a positive way for learning. At the end of data collection, analysis and discussions, we can consider that the SAI methodology through an SEI is an excellent motivator for the awakening of student protagonism during the teaching-learning process in classes and at the end of data collection, analysis and discussions, we can consider that the SAI methodology through an SEI is an excellent motivator for the awakening of student protagonism during the teaching-learning process in the studied classes, but that it is carried out with motivating activities of learning, especially when developed in a class that they did not know before, so the student will be stimulated, guided and responsible to reverse the classroom.