Educação em saúde no ensino de ciências e biologia por investigação: uma análise de publicações em revistas e eventos científicos (2017-2021)

Abstract

Education is one of the two paths that guarantee health promotion, the latter being an important area for expanding students' knowledge, in order to generate improvements and changes in healthy lifestyle habits. Thus, inquiry -based teaching is seen as an important didactic approach for teaching the subject in the classroom, for the scientific literacy process of two students and a didactic alternative for better science teaching. Faced with this stage, the objective of this work is to investigate the approach to health education from the perspective of teaching through research through a bibliographical research and also with characteristic elements of the state of knowledge type, applying qualitative analysis to the results obtained. Eight works were selected from the four scientific publication vehicles after establishing inclusion and exclusion criteria, being analyzed, for example, the origin of two published works, more developed themes in the health area and didactic strategies. In the works analyzed, a higher frequency of research on STIs, sexuality and skin cancer was observed. Most of the investigations took place in the year 2021, totaling 5 works. All works have more than one type of didactic strategy, as discussions and practical classes will prove to be the most used by researchers, both present in all investigations. In the view of the two authors, didactic strategies have been followed to achieve the objective of working on aspects of teaching through research towards the process of scientific literacy. The results of this research point to the need for a greater expansion of the themes of health education and more research in the area with a view to carrying out searches related to the health of two individuals and leading them to a critical and autonomous formation. In addition, it is suggested to use inquiry-based teaching as an alternative to take teachers as mediators in better quality teaching and in the formation of more active students and protagonists in the construction of their knowledge.