Sequência didática investigativa sobre métodos contraceptivos para estudantes do primeiro ano do ensino médio

Abstract

The present dissertation is inserted in the fields of studies on sexual education in the school context and in the teaching of Biology. It is justified by the importance of promoting dialogical didactic strategies and stimulating problematization in the field of sex education. It aims to present and evaluate a didactic sequence of investigative teaching on contraceptive methods. The research participants were students of the first year of high school at a state school in the city of Governador Valadares-MG. A DIDACTIC SEQUENCE OF INVESTIGATIVE EDUCATION was carried out, consisting of 3 stages, which were: 1) Problematization through a situation - problem involving the use of contraceptive methods; 2) Organization of knowledge (survey and discussion of hypotheses); 3) Application of knowledge through the presentation of results and 4) Procedure for data analysis through the focus group. The analysis indicated that students positively evaluated the investigative teaching activity, and considered that it provided interest and engagement. They also recognize the school's role as an agent of adolescent sex education and the importance of student participation for the success of investigative teaching activities. The data collected in the research allowed the improvement of the investigative teaching proposal and the elaboration of an E-book for Biology teachers. Thus, we sought to contribute to overcoming limitations in relation to the teaching of contraceptive methods in schools, such as reduced hours, lack of continuing education for teachers and the subtraction of the sexual orientation theme from official curricular guidance documents.