Metodologias ativas no ensino de ciências: contribuições para construção de hábitos alimentares saudáveis
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2021-02-26
Autores
Silva, Fernanda Aparecida Bicudo da
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Universidade Estadual Paulista (Unesp)
Resumo
Conteúdos sobre corpo humano, saúde e alimentação fazem parte do Ensino de Ciências como componentes curriculares definidos pela Base Nacional Comum Curricular (BNCC) e pelos Parâmetros Curriculares Nacionais (PCN). Já no primeiro ciclo do ensino fundamental, o conteúdo de hábitos alimentares saudáveis está presente, considerando a importância de estes serem construídos desde a infância. Estudos associam a má alimentação a diversos problemas de saúde da população em geral, tanto do Brasil como do mundo. No Brasil, em 2006 foi criado o Guia Alimentar para a População Brasileira, pelo Ministério da Saúde. No entanto, tanto a realidade escolar observada por esta professora e pesquisadora, assim como a literatura sobre o tema, evidencia a falta de estratégias de aprendizagem ativa pelos alunos. As propostas de ensino abordando o conteúdo de alimentação saudável, em geral constituem-se por um ensino expositivo, com poucas atividades interativas, reflexivas, em que o aluno é o sujeito protagonista. Neste trabalho elaboramos, desenvolvemos e analisamos um conjunto de 15 atividades lúdicas e interativas envolvendo conteúdo sobre alimentação saudável e corpo humano, com base nos princípios de metodologias ativas, utilizando recursos físicos e digitais. Três atividades foram desenvolvidas presencialmente com recursos físicos e doze atividades foram realizadas de forma remota, utilizando ferramentas digitais como o Padlet e o Jamboard, em aulas síncronas pelo Google Meet, e assíncronas usando o WhatsApp para comunicação e envio de atividades no período de suspensão das aulas presenciais durante a Pandemia da Covid-19. Esta pesquisa caracteriza-se como qualitativa descritiva, com características de pesquisa participante. Participaram das atividades, vinte e um alunos de uma turma do quinto ano do Ensino Fundamental I, de uma escola pública municipal de uma cidade do interior paulista. Os resultados obtidos com o desenvolvimento das atividades, evidenciam evolução da linguagem oral, da argumentação e do pensamento crítico pelos alunos, especificamente no tema alimentação saudável e sua relação com o corpo humano. Observamos nas discussões e na realização dos desafios propostos, evidências de mudanças de atitudes em relação ao consumo de alimentos. Ademais houve a aprendizagem e utilização de novas ferramentas digitais pelos alunos, e por meio dessas a descoberta de diferentes possibilidades de adquirir conhecimento além da sala de aula, de uma forma ativa. Consideramos que este trabalho pode servir como orientação para professores que queiram implementar atividades com base em metodologias ativas que proporcionem um ensino mais motivador, contextualizado na realidade dos alunos, para uma aprendizagem significativa de diferentes conteúdos.
Contents about the human body, health and food are part of Science Education as curricular components defined by the National Common Curricular Base (BNCC) and by the National Curriculum Parameters (PCN). In the first cycle of elementary school, the content of healthy eating habits is present and is considered the importance of being built since childhood. Studies associate bad eating habits with several health problems of the general population, as much in Brazil as in the world. In Brazil, the Alimentar Guide for the Population was created by the Ministry of Health, in 2006. However, as scholar reality observed by this teacher and researcher as literature about the theme evidences the lack of active learning strategies by students. Teaching proposals that address the content of healthy food, in general are constituted by an expositive teaching with few interactive and reflective activities which the student is the protagonist subject. We elaborate, develop and analyze a group of 15 ludic and interactive activities in this work that involves content about healthy eating and the human body, based on the principles of active methodologies, using physical and digital resources. Three activities were developed in person with physical resources and twelve were realized remotely using digital tools, as Padlet and Jamboard, in synchronous classes by Google Meet and asynchronous by Whatsapp to communication and sending activities in the period of suspension presential classes during the Covid-19 pandemic. This is a descriptive qualitative research, with characteristics of participant research. Twenty-one students from a fifth grade class of Elementary School I participated in the activities at a public school in a city in the interior of São Paulo. The obtained results with the development of the activities highlights the evolution of oral language, argumentation and critical thinking by students, specifically on the topic of healthy eating and its connection with the human body. We observed in the discussions and in the realization of the proposed challenges, evidence of changes in attitudes towards food consumption. In addition, there was the learning and use of new digital tools by the students, and through them the discovery of different possibilities to acquire knowledge beyond the classroom, in an active way. We consider this work can be used as orientation to other teachers that want to implement activities based on active methodologies which provide more motivating teaching, contextualized in the students' reality, for a meaningful learning of different contents.
Contents about the human body, health and food are part of Science Education as curricular components defined by the National Common Curricular Base (BNCC) and by the National Curriculum Parameters (PCN). In the first cycle of elementary school, the content of healthy eating habits is present and is considered the importance of being built since childhood. Studies associate bad eating habits with several health problems of the general population, as much in Brazil as in the world. In Brazil, the Alimentar Guide for the Population was created by the Ministry of Health, in 2006. However, as scholar reality observed by this teacher and researcher as literature about the theme evidences the lack of active learning strategies by students. Teaching proposals that address the content of healthy food, in general are constituted by an expositive teaching with few interactive and reflective activities which the student is the protagonist subject. We elaborate, develop and analyze a group of 15 ludic and interactive activities in this work that involves content about healthy eating and the human body, based on the principles of active methodologies, using physical and digital resources. Three activities were developed in person with physical resources and twelve were realized remotely using digital tools, as Padlet and Jamboard, in synchronous classes by Google Meet and asynchronous by Whatsapp to communication and sending activities in the period of suspension presential classes during the Covid-19 pandemic. This is a descriptive qualitative research, with characteristics of participant research. Twenty-one students from a fifth grade class of Elementary School I participated in the activities at a public school in a city in the interior of São Paulo. The obtained results with the development of the activities highlights the evolution of oral language, argumentation and critical thinking by students, specifically on the topic of healthy eating and its connection with the human body. We observed in the discussions and in the realization of the proposed challenges, evidence of changes in attitudes towards food consumption. In addition, there was the learning and use of new digital tools by the students, and through them the discovery of different possibilities to acquire knowledge beyond the classroom, in an active way. We consider this work can be used as orientation to other teachers that want to implement activities based on active methodologies which provide more motivating teaching, contextualized in the students' reality, for a meaningful learning of different contents.
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Palavras-chave
Alimentação, Ensino remoto, Ferramentas digitais, Pandemia, Healthy food, Remote teaching, Digital resources, Pandemic