Jogos didáticos e teatro como estratégias para o ensino de bioquímica

Abstract

The aim of this research was to evaluate the contributions of using educational games and theater as strategies for teaching biochemistry in professional education in order to enable new approaches and facilitate the understanding of the Krebs cycle process (or citric acid cycle) in a fourth year class of integrated high school in the technical course in food in a public school in the city of Ponta Grossa/PR. The didactic intervention performed in the subject Food Biochemistry involved the implementation of a sequence of planned activities with the use of videos and animations, readings of scientific articles, educational games and theater. The research was characterized as qualitative, interpretative and applied, with data collected through a questionnaire and observation process, as well as from videos, photos, development of educational games and theater performances, and analyzed qualitatively. The results showed that the production and use of educational games and theater, as strategies for teaching the content of the Krebs cycle, with active participation of students throughout the process, mediated by the teacher, contributed to facilitate learning in a playful way and enabled the understanding, by students, of serial chemical reactions in cellular metabolism. With the purpose of enriching the formation and teaching practice of teachers in the area, as a final educational product of this research, a Pedagogical Booklet was prepared with guidelines on the use of educational games and theater as strategies in high school, as well as other suggestions aimed at the teaching-learning process in professional education, specifically, contributions to the Biochemistry of Food subject.