Estado da arte do PROLICEN entre 2009 e 2018: os invertebrados terrestres no ensino fundamental II

Abstract

Science teachers have been challenged to inovate in classroom with the dawn of new technologies, so they can transmit the content to elementary school students in a comfortable manner. For that, one needs to constantly research new knowledges and activities to be applied in the school, such as educational games. Science teaching is fundamental in the education and social formation of an individual. It is believed the contents whould be worked not only in a theoretical manner, but also through the use of theoretical-practical classes, in order for the science classes to be more attactive and less tiring. Teacher formation defficiencies are a limitation in the use of the playful method for teaching, wherein the struturing and realization of this method will vary according to the cpnceptions of each teacher and what has been offered to them in their academic life, where teachers do not have resources and materials to create, and, even when they use traditional teaching methods using textbooks as the only support for class preparation, the teaching becomes mechanistic. In this context, a new tool is being developed in Licentiate Program (PROLICEN) aiming to shift the process in classes regarding terrestrial invertebrates for a more

playful methodology, according to this subject's recognition and importance in the human- environment interaction using a theoretical-practical methodology that complements the subject

shown in class. Therefore, this study presents an exploratory research of the papers and/or academic reports of PROLICEN, which were developed by teachers and licentiate students in Biological Sciences in Universidade Federal da Paraíba, while they were interns between 2009 and 2018. Results from the analysis of these papers and/or reports have shown that with the adding of workshops, it was possible to detect an improvement in the participation of students in activities and a higher rate of interest regarding the subjects that were thought. Through questioning aimed at the students, it was observed that by using the playfulness methodology in science teaching, more interest was raised and the students were able to absorb the subjects in a more pleasant manner. The proposal of more dynamical classes in zoology teaching, together with the use of playfulness, aids the students to assimilate the content applied in a workshop or educational game, so that they can comprehend the large diversity amont existing species, their features and importance with the environment. Therefore, one can conclude that during these nine years PROLICEN has fomented the application of diversified teaching strategies for a better learning for the students and the construction of practical and common knowledge, aiding a broader interaction between students and teachers.