A construção do conceito de metabolismo com estudantes do Ensino Médio: traçando relações entre Garfield e Scooby-Doo para a saúde humana

Abstract

The use of diversified teaching strategies, regarding the use of audiovisual resources, such as movies and cartoons, can help the teaching practice in the students' conceptual construction process, especially of abstract concepts. Thus, we aimed to analyze the students' learning path through didactic interventions through the Kelly Experience Cycle (CEK) with films and cartoons of the characters Garfield and Scooby-Doo to understand the concept of Metabolism. The research has a qualitative approach, being a descriptive study. The social actors were 36 students of the 1st year of high school, from a full school of the state education network, in the city of Gravatá - PE. In this sense, interventions contributed by the five stages of the CEK were carried out using the construction of case studies with the characters as a resource. As instruments for data collection, a semi-open questionnaire, logbook, audio recording and observation were used. For data analysis we used the Content Analysis proposed by Bardin, resulting in the formation of categories. We verified that, based on the questionnaire, many students present behaviors considered harmful to human health, and most of these behaviors are related to food and a sedentary routine. With the teaching of classes and the construction of cases by the students, we could observe that there was an evolution in the understanding of the explored contents, as well as the establishment of relations between the exposed content with the concept of Metabolism. Going beyond the construction of this concept, we were able to reflect on health as a system, reflecting that it is not isolated attitudes that will lead to a healthy body balance, but the set of habits executed in an ideal and accessible routine for each individual. We hope that the construction of this knowledge can last in the lives of social actors in a practical way, and that this study can serve as an inspiration for other Basic Education professionals to expand their pedagogical and instructional repertoires.