Ensino de ciências : metodologias ativas com enfoque na história da doença de Chagas no Brasil

Abstract

The research refers to a study carried out with students of 2nd year A from Dário Sampaio de Paiva State College, Araguapaz-GO City. Those students live in rural areas and settlements, where there are some houses that don’t have adequate sanitary conditions, which can make the proliferation of diseases favorable, justifying the choice of the object of study Chagas Disease, the problem is that science teaching in schools always takes of fragmented form and way often doesn’t arouse the interest of students. Therefore, this research has to rethink the teaching of science in order to improve the teaching-learning process in a socio-historical and cultural perspective and, from this perspective, make an analysis of Chagas disease and make a contextualization from the XIX century, until the first decades of the XX century, transposing the research contents to the product to be worked with the students, in the hybrid teaching model. To achieve this objective, we did a literature review in which it sought to better understand the theoretical references Thomas Kuhn and Ludwik Fleck, they defend the idea that science is dynamic and should be studied from its history and from these references and its epistemological categories understand how the social construction of diseases takes place in a contextualized way. The methodology adopted is based on bibliographic research that involves the study of Chagas disease in its historicity and an educational product using the teaching methodology based in project, with an approach to the theme "Popularization of science", divided into two stages: the first focused on theoretical study with a study strategy in the classroom that deals with sciences, scientists and scientific spaces and, in the second stage, the field research strategy was used to enable the systematization of learning. After the development of these stages of the research it can be said that there was greater interest from the students, that they feel more stimulated and had a satisfactory active participation, this is due to the varied teaching strategies used during the execution of the project and also by the choice to study science through its history correlating it with the students' reality. This research was of great importance in my professional performance in the sense that to understand that science teaching becomes more interesting when it is approached through its history and understands the importance of methodologies in order to take the student to an active participation in teaching and learning.