Análise de uma sequência didática para a aprendizagem do ciclo de vida e controle do a. aegypti, com uso do scratch

Abstract

The diseases brought by A. Aegypti represent a public health problem throughout Brazil, which is exacerbated by the diversity of risk factors, accentuating the need for broader actions to prevent it. In view of advances in technology and, especially, the insertion of computer resources in all modalities and levels of education, this research aimed to analyze the possible contributions of the use of a didactic sequence on the life cycle and control of the A. Aegypti mosquito teaching and learning process, using as a tool the development of games in the Scratch platform. The study was conducted in a public school in the southern region of Campo Grande, MS, located in a neighborhood that has a high incidence of dengue infestation and was associated with the Educational Technology Division (DITEC), linked to the Municipal Education Department (SEMED), in Campo Grande, MS, with the possibility of expansion to other municipal schools. The actions happened during the science classes, as a complement to the content developed in the classroom with students of the 7th year of the final years of elementary school. As a collection instrument, a diagnostic questionnaire was used with open questions previously applied, audio transcriptions and the games produced by the students in the Scratch platform. For the analysis of the information, the content analysis of Bardin (2010) was used. The partial results obtained pointed to the confirmation of the importance of: the organization of teaching using the proposed didactic sequence; of the teacher's mediation in a socio-historical perspective; the subsidies offered by ICTs and the Scratch platform for lifecycle learning and A. Aegypti control. The analyzes also revealed that the games developed by the students had the mastery of the technique by the platform and all suggested the control of the insect, but due to the short time and the lack of resources, was not enough to demonstrate its life cycle. By comparing the diagnostic questionnaire with the final evaluation of the participants, we also noticed that most of the students were able to correctly identify and write the name of the insect; to point out the correct sequence of the vector life cycle (egg, larva, pupa and adult mosquito); to relate the other diseases caused by the mosquito and to suggest different forms of control.