Paródias e contação de história: formas lúdicas de ensinar parasitologia no ensino superior

Abstract

Introduction: although parasitology is of great importance for the understanding of the relationship between human beings and the environment and with other beings, the way this discipline is presented in undergraduate courses does not always make students interested. Thus, the search for attractive and playful pedagogical practices is necessary, favoring the acceptance and understanding of the themes in parasitology and contributing to the formation of professionals better prepared for professional life. Objective: this report aims to describe the experience of using play tools as active methodologies in teaching parasitology in the medical course of the State University of Ceará and to portray students’ perceptions about the use of these methodologies. Methodology: this is an experience report, of a descriptive approach, of the process of construction and application of playful pedagogical strategies, namely: two parodies and a history, followed by the application of exercises and resume about them. At the end of the semester and approximately one year after completion of the course, spontaneous testimonies were collected from the students in whose class the strategies were applied. Results: two parodies were produced on the topics filariasis and schistosomiasis, in addition to a story on hymenolepiasis. The pieces were based on several aspects of the parasites and parasitoses in question, such as life cycles, epidemiology, clinical manifestations, treatments and specificities. Through the spontaneous testimonies of the students, the positive acceptance of the strategies was observed, mainly translated as facilitators in the process of assimilation of the contents. Conclusion: playful strategies like parody and storytelling are important tools that help the student to assimilate basic knowledge about parasitology, through a pleasant and accessible process, making feasible the construction of knowledge.