Experiências na formação inicial de professores de ciências com a construção de propostas metodológicas inovadoras para abordagem do tema vacinas

Abstract

The methodologies used to train future science teachers are important for reflecting on a scientifically literate society. In this context, this work investigated the contributions to the initial training of science teachers of experiences with the construction of innovative methodological proposals for approaching the subject of vaccines. The proposed teaching methodology, considered innovative because it has aspects that make the student the protagonist of their learning, was based on the strategies of the Interdisciplinary Island of Rationality and the Investigative Teaching Sequence, articulating discussions with an emphasis on the interaction between Science, Technology and Society, to promote scientific and technological literacy and the development of an investigative attitude. The topic of vaccines is justified by the fact that many people nowadays disbelieve in its efficiency and it is one of the barriers such as Fake News that spreads fake news and hinders disease prevention campaigns in society, which implies the inclusion of discussions of this nature in the initial training of science teachers. The research was carried out with future teachers on the Biological Sciences degree course at the Federal Technological University of Paraná, in the municipality of Ponta Grossa, Paraná, who were enrolled in the Theoretical and Methodological Foundations for Science Teaching course, in semester 2022/2, offered in person. As this study is exploratory in nature, it aims to develop, clarify and modify concepts, using a qualitative approach and quantitative aspects, seeking to improve the teaching-learning process. The investigation began with bibliographical and documentary research, and in the pedagogical intervention, data was collected using audio recording and a single questionnaire. The results obtained from this research proved to be relevant to the process of initial teacher training, contributing to scientific and technological literacy, group work and loss of insecurity. Finally, the educational product of this research includes the organization of a set of didactic sequences to approach the topic of vaccines in science, prepared by future teachers using this new methodology. In this way, it is possible to consider that differentiated methodologies in the school environment provide active student participation, making science classes more enjoyable, in addition to the scientific and citizen training needed to live socially.