A representação teatral como um recurso didático para o ensino da genética no ensino médio: síntese proteica

Abstract

The research presented here seeks to bring another methodological component that facilitates the teaching and learning of the discipline of genetics in high school. The component was the representation of the protein synthesis theme through a theatrical skit, where the methodological validity was tested in fourth classes of the final series of two public schools, Lyceu Paraibano and Centro de formação de professores pólo Mangabeira and two private schools, Colégio e Curso Via Medicina and Evolução Colégio e Curso, calling for student involvement in the process of production, reading, editing and acting in the play, make content more attractive and learning more meaningful. The experience of working on the topic of protein synthesis with high school students allowed us to identify students' comprehension difficulties regarding the sequential evolution of the process and the cellular compartment where the stages occur. Before that, a one-part text was written, addressing the protein synthesis, seeking, whenever possible, a more informal language, however without compromising scientific information. The theatrical sketch emphasizes the DNA as the molecule responsible for genetic information, and the main steps that determine the flow of this information, beginning with DNA transcription and ending with the translation of the mRNA, inserting the molecular interactions involved in the process of forming a polypeptide. One strategy used and accepted was the pseudonym for molecules and organelles that had a positive effect, for example, to exchange DNA for Dnaldo, smaller subunit of the Ribosome by Ribosomagro, RNA transporter by Ronaldo motoboy, RNA Messenger by Ronaldo postman, Ribosomal RNA by Ronaldo reader, among others, in a way rhymed in the shape of a string, created a favorable climate for acceptance of the methodological proposal. The quantitative and qualitative evaluation instrument showed positive results, in relation to a better understanding of the protein synthesis process. It was observed that the majority of the students abandoned the passive and receptive posture and began to present an active and emitting action interacting in the process and improving the comprehension of the steps that involve the content of protein synthesis, pointing to the validity of this methodological proposal.