Vacinas: uma sequência didática investigativa

Abstract

Vaccines play a fundamental role in preventing and controlling the epidemiological spread of various infectious diseases. Beyond individual protection, their application has a significant social impact by preventing outbreaks and epidemics. Since the creation of the first vaccine by Edward Jenner, immunological strategies have evolved, enabling the control of numerous diseases and contributing to an improved quality of life. In the educational context, teaching about vaccines is becoming increasingly relevant, especially in the post-COVID-19 era. However, learning about this topic requires an understanding of complex immunological processes, which can pose a challenge for both teachers and students. Given this, the implementation of active methodologies in vaccine education can be an effective strategy to overcome these difficulties. Among these approaches, inquiry-based learning stands out, as it fosters meaningful learning by connecting content to students' daily lives, encouraging critical thinking, active listening, and scientific literacy. Based on this perspective, this study aimed to develop and apply an investigative didactic sequence on vaccines, using active methodologies to illustrate the functioning of the immune system in an accessible and engaging way. The didactic sequence was structured into three phases and applied to a firstyear evening high school class at a public school in Juiz de Fora. The first phase focused on sensitizing students to the topic through the fishbowl methodology, allowing them to express their perceptions and discuss their prior knowledge. This stage aimed to spark students' interest in the role of vaccines in public health. Additionally, problem-based learning was employed by having students fill out a children's vaccination record book. This exercise encouraged them to formulate questions and seek answers, promoting an understanding of the fundamental principles of the immune system and its functioning. In the second phase, students were challenged to create an educational game to convey the knowledge acquired in the previous phase. Organized into groups, they discussed the game's design, rules, and mechanics, participating in workshops and feedback sessions for refinement. This approach aimed to consolidate learning through gamification, making the content more dynamic and participatory. The third and final phase consisted of presenting and testing the games among groups. However, this stage faced challenges due to the diverse age range of the class, the fact that many students were working professionals, and the fatigue associated with evening classes, resulting in reduced engagement. Consequently, this phase did not achieve the expected success. Despite this limitation, the didactic sequence achieved its main objectives, particularly in the initial phases, successfully engaging students and facilitating vaccine education. The use of active methodologies made learning more meaningful and relevant to students' realities. Beyond technical knowledge, the project also developed skills such as respect for differing opinions, critical thinking, argumentation, and cooperation. Thus, it is concluded that the application of innovative strategies in immunology education can significantly contribute to more effective and engaging learning.