Mecanismos reprodutivos: uma sequência didática fundamentada na TAS para desenvolver competências atinentes ao 8º ano

Abstract

The study covered in this dissertation is based on the observation that students in the Final Years of Elementary School may have doubts about physical, chemical, psychological and emotional transformations typical of this stage of life. Furthermore, topics such as the mechanisms of the human reproductive system can be considered taboo, making it difficult to promote learning on these topics that are included in the list of programmatic contents of the Science in Elementary Education - Final Years curricular component. To address these themes, the research is inspired by David Paul Ausubel's Theory of Meaningful Learning and establishes the following research question: what possible contributions, through expanding students' knowledge about human reproduction, are provided by a didactic sequence supported by learning significant? The general objective is to develop a didactic sequence based on the Theory of Meaningful Learning to address the topic of human reproduction, evaluating its relevance for expanding the knowledge of students in the 8th year of Elementary School. The didactic sequence is structured into five meetings, totaling 17 periods, being implemented in a state public school in Rondônia. The research is qualitative and interventionist in nature, involving a group of 15 students from the 8th year of Elementary School. To collect data, three instruments are used: pre- and post-test, logbook filled out by the research teacher and materials produced by study participants. Analysis of the collected data allows us to discuss the results in light of meaningful learning, considering the competencies defined by the National Common Curricular Base (BNCC) for the Area of ​​Natural Sciences in Elementary Education - Final Years. Furthermore, the study shows that students expanded their knowledge by carrying out the activities present in the didactic sequence and that activities that involve the active integration of students with the content and that are of interest to them can contribute to promoting meaningful learning. Finally, the research highlights the relevance of the knowledge covered in the study, especially in terms of raising students' awareness of the importance of knowing contraceptive methods and the care and possibilities in relation to human reproduction. Over the years, knowledge is built aiming to raise awareness, scientific literacy, applying it in practical life in a real way, instigating curiosity. However, no one makes anyone aware. The subject himself becomes aware of the instruments offered to him. The intention is that, as he researches, reads, writes and actively participates in the construction of teaching instruments, such as the slides in the seminar, the word dictionary, the question box, he learns and intervenes in his training. As an educational product associated with the dissertation, there is support material intended for Science teachers, with the didactic sequence developed and based on the Theory of Meaningful Learning. This educational product is available on the EduCapes Portal (http://educapes.capes.gov.br/handle/capes/741223), on the program website (www.upf.br/ppgecm) and on the specific educational products page produced in the program (https://www.upf.br/produtoseducacionais/).