Ensino-aprendizagem de microbiologia no ensino médio em escola pública: desafios e perspectivas em uma escola pública no município de Japi - RN.

Abstract

The Microbiology can be defined as the science that studies the role of microorganisms in the world, especially in relation to human society and the environment. Because it is directly linked to health and personal hygiene, and to the relevant aspects of the functioning of the environment, arguments that attach importance to it, this is an area of knowledge that should have its practice as a priority in teaching science and biology. Currently, there is a deficiency in student learning, caused by misconstruction of knowledge, supported by the use of methodological strategies that are not very effective in teaching. The present paper had the objective of describing some aspects of teaching ↔learning of Microbiology in high school classes at a public school in the town of Japi - RN. Initially an evaluation was made of the students about the teaching of Microbiology and their understanding about the existence and performance of microorganisms. The research was carried out between the 2016.2 and 2017.1 periods, and data collection was carried out between May and August 2017. Among the main results, the difficulties of the students regarding the subject matter were identified, which made it possible to select the practical activities to be carried out, in addition to providing a space for dialogue, which allowed the clarification of doubts and correction of errors and omissions in the correlations identified in the conception of the students. The first impressions refer to a challenging scenario regarding the challenges and perspectives of microbiology teaching in High School, because according to the classification model of answers worked in four categories, SE- (Without Understanding) presented a worrying percentage of 34.27%, while the EP (Partial Understanding) category 22.17%, the EE category (Understanding with misconceptions) presented 30.05% and the EA (Comprehensive Understanding) category had the lowest percentage of 13, 31%, demonstrate the difficulties identified, but also demonstrate the possibility of change, since the last three categories combined reached a percentage of 65.53%, and after performing the practical activities in the classes of Microbiology, the same model was applied the SE category from 34.27% to only 12.10%, the EP category remained practically stable, rising from 22.17% to 22.80%. At the same time as this reduction occurred, the evolution of the EE and EA categories occurred, when in the first analysis they presented the percentages of 30.05% and 13.31% respectively, and after the practical activities, 39.30% for EE, and 25,80% for EA, in this way the percentage of the three EP, EE and EA categories added together reached 87.90%, proving the effectiveness of the methodology adopted in the accomplishment of the experimental activities, contributing to an improvement in the perspective of the teaching-learning process of the Microbiology in the investigated reality. It is concluded that frequent practical activities can contribute effectively to the construction and diffusion of knowledge.