Democratização do ensino sobre microrganismos: uma sequência didática para o ensino médio

Abstract

Microbiology is the field of science responsible for the study of microorganisms, microscopic beings widely distributed in nature and fundamental to ecological, industrial, and human health–related processes. Despite their importance, microorganisms are still commonly associated only with diseases, which reveals a limited understanding of this content in the school context. In view of this scenario, this study sought to promote a more accessible, contextualized, and meaningful approach to the topic through the development and application of a didactic sequence focused on microorganisms in everyday life. The proposal aimed to democratize access to scientific knowledge, favoring the deconstruction of myths and the expansion of understanding regarding microbial diversity, its applications in industry, its role in the environment, and its relationship with health, including the conscious use of antibiotics. The general objective of this study was to evaluate the impact of the didactic sequence entitled “Democratization of Teaching about Microorganisms: a didactic sequence for High School” on students’ learning and perceptions of microorganisms. For this purpose, prior conceptions were identified, a didactic sequence composed of five lessons was developed and applied, and its effectiveness as an auxiliary tool in Science teaching was subsequently analyzed. Data collection occurred through semi-structured questionnaires applied before and after the pedagogical intervention, in addition to the use of a field diary and students’ final productions. Data analysis was carried out qualitatively, with categorization of responses and the use of tables, percentages, and frequencies, allowing the identification of conceptual advances, continuities, and difficulties in the learning process. The results showed significant advances in students’ learning, especially in the expansion of their understanding of the concept of microorganisms, their diversity, and their beneficial roles in everyday life. A greater recognition of their applications in the food industry, in the environment, and in human health was observed. Practical and playful activities favored student engagement and the construction of more meaningful learning, as indicated by the comparison between the initial and final questionnaires, students’ productions, and field diary records. It is concluded that the didactic sequence proved to be an effective pedagogical tool for teaching Microbiology in High School, contributing to the democratization of scientific knowledge and to the development of a more critical and contextualized perception of microorganisms.