Sequência didática sobre infecções sexualmente transmissíveis, mediada por speed dating

Abstract

The choice of this topic stems from a personal concern that arose during my teaching experience. In my opinion, it's a subject of extreme relevance, not only for classroom discussion but also for civic development. The incidence of STIs among adolescents has been increasing and can now be considered a public health problem. Early initiation of sexual activity, coupled with low condom use, contributes to this increased incidence. Public sexual and reproductive health policies, which include health education and psychological support for this age group, are extremely important in combating STIs in this age group. Rather than expecting young people to simply learn what we already know, the world should be presented to them as an open field for investigation and intervention regarding its social, productive, environmental, and cultural aspects. In this way, the school calls on students to take responsibility for addressing and resolving issues inherited from previous generations, valuing the efforts of those who preceded them and creatively opening themselves to new possibilities. Just like the construction of knowledge in science itself, classroom investigation should provide the conditions for students to solve problems and seek causal relationships between variables to explain the phenomenon under observation, using hypothetical-deductive reasoning. But it should go further: it should enable conceptual change, the development of ideas that can culminate in laws and theories, and the construction of models. This paper is an experience report on the implementation of a teaching sequence that addresses Sexually Transmitted Infections (STIs), mediated by Speed Dating. Using a speed dating model in the classroom instead of a panel discussion can be an effective way for students to learn a variety of perspectives in a short period of time. This model improves and enhances student engagement and "creates learning that is active, collaborative, and fosters learning relationships." It is a way for all voices to be heard, providing mini-discussions on essential issues and, for quieter students, an opportunity to speak up, share their opinions, and learn.