A sala de aula invertida como estratégia alternativa de ensino na educação básica: a questão da automedicação

Abstract

Traditional science teaching, commonly adopted in schools, greatly interferes with student learning, since it resorts to the expository approach and the classes are taught in a decontextualized and static way. In this sense, it is necessary to think of a new teaching strategy, such as active methodologies, which allow students to actively participate in the knowledge construction process, privileging their interaction and participation. It was then intended, in the research project, developing, applying and analyzing a didactic sequence that used the Flipped Classroom as an alternative work strategy in the public institution which I teach, in order to assess their contribution to the students' formative process, considering the school context. Thus, a qualitative research was explored that contemplated the debate and analysis of cards with descriptions of problem situations around the subject "Self-medication", since it is a social problem of great relevance that reflects considerably on the quality of life of the population. Once the tasks were over, it was noticed that the students successfully completed all the stages, exchanging experiences and reflections on the content worked on.

Keywords: traditional teaching; active methodologies; flipped classroom; self-medication.