Abordagem integrada de microbiologia e infecções sexualmente transmissíveis contando com o protagonismo de estudantes do ensino médio

• Ano de defesa: 2024
• Autor(a) principal: Fábio César Zuliani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; ICB - INSTITUTO DE CIÊNCIAS BIOLOGICAS; Programa de Pós-Graduação em Ensino de Biologia (Mestrado Profissional - PROF-BIO); UFMG
• Palavras-chave em Português: Infecções sexualmente transmissíveis; Microrganismos; Ensino investigativo; Protagonismo; Ensino - Biologia; Prevenção de Doenças; Educação Sexual; Doenças Sexualmente Transmissíveis
• Link de acesso: http://hdl.handle.net/1843/76376

The occurrence and discovery of several new diseases and the development of new drugs and treatments of worrying diseases, such as AIDS and syphilis, have caused many individuals in full sexual activity to neglect care for sexually transmitted infections (STI). Furthermore, the theme has lost strength in the educational field, especially in relation to the discussions about its prophylaxis. There is a large gap in Brazilian education, which despite recognizing the importance of working on sexuality as Cross-cutting Themes in the school environment, presents a superficial approach to STIs, hindering the formation of a critical reflection of reality by the students. Considering that most high school students are individuals who are starting their sex life, the discipline Biology becomes an important opportunity for them to learn about the pathological agents, forms of contagion, prevention, and treatments of STI. Differentiated and engaging teaching strategies aimed at this target audience should be better explored. Therefore, in this work we explore a STI teaching and learning strategy starting from the study of microorganisms, and stimulating broad protagonism of students, so that they could give meaning to their learning, by integrating microorganism and STI. The execution of this strategy, by exploring the argumentation and sharing opinions, based on current and evidence-based information, allowed peers interaction and collaborative learning. The strategy resulted in a significant improvement in the understanding of microorganisms and STI themes, evidenced by a questionnaire evaluating the didactic sequence applied; by the arguments and answers to the questions raised and that were resolved by peers; by the pertinent observations expressed in the conversation circles; and by the quality of the communication strategies on STI (re)emergent elaborated by them, which composed the school event "Awareness against AIDS and STI: know how to prevent". The didactic sequence developed, in addition to being a product of the research, also served as the basis for the elaboration of the interactive e-book "Sexually Transmitted Infections - knowing to prevent and care" which was evaluated by 179 Science/Biology teachers from different regions of the country. The positive evaluation made by teachers and students and the results achieved in the research allow to conclude that the teaching-learning strategy has reached the proposed objectives, actively involving students in the construction of integrative knowledge of microbiology and STI.