Peles: a construção de um jogo de Histologia

Abstract

The teaching of Biology and its areas, such as Animal Histology, is often technicist, fragmented and uncritical. Because Histology is an area of great abstraction, since it is a microscopic content, with many terms and concepts, its teaching is largely expository, prioritizing the passivity of the student and the transmission and memorization of the content, which are presented completely separate and out of context, distancing and hindering the teaching-learning process. And, to make the classes more dynamic and interactive, bringing the content closer to the students' lives, we can use didactic games, which bring lightness, relaxation and fun to the classroom, being able to escape from a traditional pedagogy of banking education, of transfer of content from the teacher to the student, and moving towards a critical pedagogy, from the contextualization of the content, the creation of hypotheses and the overcoming and solution of challenges, promoting greater socialization and cooperation of the students among themselves and between them and the teacher, making them builders of their own knowledge. In this way, the present work aims to narrate the process of building a game about the Histology of the skin that brings the biological content closer to the daily life of the students. Thus, I narrate experiences lived in my own training that made me see myself as a teacher and led me to create a game, fitting into the Narrative methodology of Lived Experience. And, as part of the creation of the game, I carry out a Content Analysis of the textbook of the school where I work, which served as the main source of references for the game in question. With the analysis of the textbook, I noticed conceptual errors in the texts, the lack of scales in the figures that would help students to perceive the true size of what is being observed and the lack of interaction between the Histology chapters and between the complementary texts and the content. And with the narration of my own training, I was able to reflect and interpret my actions and placements, understanding who I was as a teacher and how to improve my future teaching practices, reaching the creation of a Histology game, called Peles. The game not only innovates teaching practice and the teaching-learning process, as it is an alternative methodology to traditional practice, aiming not only to contextualize the teaching of Histology with everyday situations, but, from the doubts, questions, hypotheses and solutions found, raise critical discussions about our realities and the historical-social, political, economic and cultural contexts in which we are inserted. Finally, I hope, with this work, to encourage other educators to reflect on their practices and trajectories, using new strategies and tools for teaching and seeking to make Education a means of social transformation.