Ludicidade em ação: desenvolvimento de uma sequência didática como facilitadora na aprendizagem sobre doenças infecciosas causadas por bactérias

Abstract

Contemporary education constantly seeks innovative approaches to promote an ethical, critical, and transformative learning process that goes beyond mere content transmission. In this context, knowledge in Microbiology and its relationship with health, addressing topics such as self-care, nutrition, and the health-disease process, are crucial for the comprehensive development of students. Playfulness (ludicity) emerges as an effective pedagogical mediation for the construction of complex and meaningful concepts. This work aimed to develop and implement a didactic sequence based on playfulness and gamification principles to promote meaningful learning about infectious diseases caused by bacteria. The research, of a qualitative and participant nature, was conducted with 32 students from the 2nd year school from the Emiliano Pereira Borges in Ferreiros-PE. After approval from the Research Ethics Committee (CEP) of the Universidade Federal da Paraíba (UFPB) and obtaining the Free and Informed Consent Forms (TCLE) from guardians, and the Free and Clarified Assent Forms (TALE) from students, the research began. The didactic sequence was structured in four stages: a survey of prior knowledge; a deepening of the content with research on specific bacterial diseases; socialization of the acquired knowledge; and, finally, the production and application of the game "Enigma das Doenças" (Enigma of Diseases). The results indicated that the students, who initially had superficial and fragmented knowledge on the topic, showed significant engagement and a remarkable evolution in their understanding of diseases, etiological agents, transmission, and prevention. The game "Enigma das Doenças," the educational product of the research, was evaluated by the students as a fun and effective tool for reviewing and retaining knowledge, validating playfulness as a pedagogical strategy. It is concluded that the proposed methodology promoted student protagonism and facilitated the assimilation of microbiology content, connecting it to their daily lives and contributing to a more meaningful learning experience.