Paródia musical como recurso didático para o estudo da micologia no ensino médio

Abstract

Brazilian education still has its foundations based on traditionalism and this has contributed to students' lack of interest. The study of Mycology in high school faces the lack of interest of students during the teaching and learning process, because the way it is taught still preserves the traditionalist method, where the student is just a receiver of the information passed by the teacher. Given this context, education researchers have sought teaching resources and teaching strategies that arouse students' interest in the teaching and learning process. This research aimed to propose the use of musical parody as a didactic resource in the teaching and learning process of high school Mycology contents combined with teaching by investigation. In addition, the objective was to evaluate the previous knowledge acquired in previous grades and the students' day-to-day in relation to Mycology content; develop an investigative teaching sequence (SEI); arouse students' interest in Mycology content through the production and presentation of musical parodies; to verify the students' opinion regarding the use of musical parody as a didactic resource in the study of Mycology. The work was carried out after approval by the Research Ethics Committee, CEP under opinion 4,718,311. The target audience was eight students enrolled in the 2nd grade classes C and D, of full high school at a state school in the city of Teresina-PI. The research was carried out in three stages: in the first, participants answered a questionnaire with five objective questions using Google Forms, with the purpose of collecting data on the use of didactic resources used in Biology classes. In the second stage, the content about the fungi kingdom was discussed with the students through an investigative approach, with the application of an SEI, called Funga em Todos os Cantos, which was developed in 4 classes, divided into six moments with synchronous and asynchronous activities. The synchronous activities were carried out with the help of Google Meet and WhatsApp applications. According to the results obtained, the students' knowledge about fungi is still very superficial, with the negative aspects prevailing, that is, fungi are associated with something bad and thus the benefits of these organisms are little known or remain unknown. But one way to improve students' knowledge of fungi is to make Mycology content more interesting during classes and provide moments of argumentation and in this way students expose their ideas, it is in this perspective that the use of didactic resources comes in diversified and teaching by investigation, because in this way knowledge can be constructed in a meaningful way, that is, make sense to the student. The proposed work contributes positively to improve the teaching and learning process related to the study of Mycology in high school. Two products were obtained from this work: an SEI and a YouTube channel Fungaqui used to disseminate the parodies made by the students.