Validação de sequência didática com base em uma questão sociocientífica sobre a malária na perspectiva CTSA

Abstract

Malaria is an infectious disease known to humans for thousands of years. Its ascension on endemic areas happens due to the negative anthropogenic actions, which molds the environment and leads to serious environmental problems which contribute to the increase in cases of the disease. Therefore, it is relevant to perform educational actions in the school environment, as a form to promote broad learning about current social-environmental problems. This insertion in the schools can be done through Socioscientific Issues (SSI) in the perspective between science, technology, society and environment (STSE), covering inter and transdisciplinary aspects about the theme. The research objective was to analyze the perceptions of teachers graduated in Biology during the validation of a SD based on a Socio-Scientific Question from the CTSA perspective on Malaria for high school Biology students. It is a qualitative approach which focuses on social relationships and is classified as descriptive. We elaborated a didactic sequence and sent it through e-mail to seven Biology teachers, aiming of undergoing the validation process through a Google Forms quiz containing ten open questions about the courseware. Based on the results and discussions, the teachers highlighted that the didactic proposal allowed them to encompass current socio-environmental themes through a socioscientific issue from the STSE perspective within the socio-ecological model in health based on the theoretical bases necessary for the elaboration of DS. Furthermore, they suggested new ideas to be added during the classes based on the limitations and difficulties observed in the DS, such as the importance to discuss more about neglected diseases and to address more controversial in the case of SSI. The most common listed challenges were to lack of the school technical support, overcrowding of the room and lack of professional qualification to carry out the activities. This validation process provided improvements that were necessary to the improvement of the DS, being important to indentify the potential in relation to the content and its application. We pretend to continue the investigation of this work through the application of the courseware in some high schools in the State educational system, using the orientations from the teachers who validated the DS to guide the application process.