Elaboração e avaliação de um jogo didático como proposta de ensino sobre as infecções sexualmente transmissíveis

• Autor(a) principal: Silva, Brunno Côrtes da
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20811
• topic: Biology; Teaching; Prevention; Infections; Investigative Games; Ensino; Biologia; Prevenção; Infecções; Jogos Investigativos; Doenças sexualmente transmissíveis; Métodos de ensino; Jogos educativos; Adolescentes; Comportamento sexual; CIENCIAS BIOLOGICAS

Teaching sexually transmitted infections (STIs) in high school is a major challenge, not only for teachers, in producing resources that provide students with a reflection of their own risks and adherence to safer practices, but also for students who, according to the latest National Survey of School children's Health (PeNSE) carried out in 2015 by IBGE, these adolescents are also affected by the STIs and need to receive information that enables good reflections on the topic. The objective of this work was to develop an investigative game about the Sexually Transmitted Infections with the high school students at Colégio Estadual Capitão Oswaldo Ornelas, located in São Gonçalo, RJ. The research methodology followed the next sequence: 1) Survey of students' previous conceptions about STIs through Free Association Activity and Conversation Circle; 2) Elaboration of the “Game of STIs”; 3) Evaluation of the game by the Master's students of PROFBIO/UERJ through a questionnaire; 4) Application of the game with students in the classroom; 5) Evaluation of the game by students using a questionnaire and 6) Evaluation of students' learning about STIs through Free Association Activity. Subsequently, thematic content analysis of the data was carried out according to BARDIN (2009). The qualitative analysis was articulated with the tabulation of the data in tables and graphs for the presentation of the results. The results were interpreted to validate the meaning of the data collected. The Free Association Activity and the Conversation Circle revealed misconceptions and students' doubts about STIs. These activities demonstrated that the participants had little information about STIs and needed clarification on the theme. The game of ISTs was well evaluated by the Master's students of PROFBIO/UERJ and by high school students. The results achieved with the Free Association Activity after the game revealed progress in the students' knowledge about STIs and prevention. We conclude that the Game of STIs is an efficient pedagogical tool to be used by teachers of Biology in schools, assisting them in the promotion of Sexual Education among young people.