Metodologias ativas e ensino por investigação no ensino de biologia: uma proposta para a educação sexual

Abstract

The present study presents a proposal for the development and analysis of the application of a didactic sequence on the theme of sexual education, developed from the perspective of active learning methodologies and inquiry-based teaching. The pedagogical activities on the male and female genital systems, contraceptive methods, and sexually transmitted infections were designed with approaches such as the flipped classroom, construction of didactic models, gamification, and station rotation. The objective of the study was to evaluate the feasibility and effectiveness of these approaches in high school within the context of Sexual Education. The application analysis of the didactic sequence was conducted with 35 high school students from a public school and was carried out through direct observation by the researcher-teacher and the application of questionnaires and assessment instruments. The results obtained from this study highlight the positive effect of using active methodologies and inquiry-based teaching in Sexual Education for high school students. These approaches are configured as effective and efficient strategies in the study of sexual education, contributing to the effective construction of knowledge and personal and social transformation. The didactic models showed great effectiveness in studying the genital system and were the methodology best evaluated by the students. Similarly, station rotation was a very suitable strategy for addressing contraceptive methods. Gamification proved to be an excellent strategy for learning about STIs. The summative assessments indicate a considerable increase in grades, suggesting a greater capacity for content assimilation. Between the first application of the assessment (at the beginning of the process) and the second application (at the end of the process), a significant improvement in student performance was observed in quantitative terms. Furthermore, participation in class during presentations, discussions, games, and other activities demonstrated better performance during classroom participation. These approaches proved to be very significant for building student autonomy and protagonism. The study resulted in a didactic sequence, games, and didactic models on the theme of sexual education.