Sequências didáticas sob a perspectiva metacognitiva para a educação em saúde: a influência dos alimentos no corpo humano

Abstract

From the motivating challenge of seeking new pedagogical strategies that promote the teaching of Biology through more attractive classes, contextualized to the reality of students and able to enhance their protagonism, the proposal to develop a set of investigative teaching activities under the metacognitive perspective that covers in an integrated way some organic systems in a theme of relevance in health education (HE) emerged. In this study, in addition to the construction of educational approaches supported by the concept of metacognition aimed at self-regulation of learning by students, we used the contributions of active methodologies with the aid of digital information and communication technologies (ICT) to focus on the protagonism of the participants. The objective was to evaluate the application of four didactic sequences (DS) on the theme "influence of food on the human body", through an integrated approach to the digestive and immune systems. The application of the DS occurred with 10th grade high school students from a public high school in the state of Minas Gerais, in the context of the Emergency Remedial Education caused by the COVID-19 pandemic, with the following titles and numbers of participants, respectively: 1st) "Adequate and healthy eating" (26); 2nd) "The biomolecules of digestion and the immune system" (09); 3rd) "Fungi and food" (14); 4th) "Eating disorders" (10). This is a qualitative research with an interpretive and descriptive approach to the data collected, using learning diaries, a self-assessment form by rubric, and a semi-structured questionnaire. From the results obtained, it was inferred that the strategies proposed by the teacher-researcher were well accepted by the students, contributing to their reflection on their own learning process, habits and attitudes. As for the performance of the investigative activities, 70% of the students recognized themselves as motivated by the metacognitive instruments (learning diary and rubric); 50% admitted their efficacy; and, regarding the contribution of the activities for the acquisition and maintenance of healthier habits, 60% agreed that they were relevant. Thus, we conclude that the students were stimulated to construct knowledge by meeting their interests and expectations.