LER PARA ARGUMENTAR E INVESTIGAR PARA DUVIDAR: UTILIZAÇÃO DA PEDAGOGIA DE PROJETOS NO ENSINO DE BIOLOGIA

Today, traditionalist teaching still overlaps with other pedagogical methodologies, making teaching-learning memorable and exhaustive. Against this problem, several studies show the importance of innovating the way of teaching and learning, as shown in the methodology of Project-basead pedagogy. In this work, we elaborated a didactic sequence that allowed the discourse about elements that guide the theme of agriculture and human health, through an investigative science teaching based on experimental studies within the project pedagogy. The methodological procedures consisted of a qualitative approach, allowing to capture the relationship between the subjects and the research object. The application of the didactic sequence was performed during the Biology teaching internship by students of the Biological Sciences course, in high school classes of the Instituto Federal de Pernambuco Campus Vitória. In the first moment, there was a dialogued exposition of the proposed project, as well as a rescue of knowledge that was necessary for the maximum use of the students. In the second moment, debates were raised about diseases caused by parasitic diseases through water and food and, later, the use of pesticides and their consequences for human health. At the last moment, we propose an investigative activity in the field, where we collect water from dams near the school and analyze the watercolor, the presence of feces and other elements. Students had to explain the findings by searching for scientific articles in the Scielo journal, thus introducing scientific literacy within the proposed project-based pedagogy. In addition to the literary research, the students investigated the samples in one of the institution's laboratories, where they had various equipment, including optical microscope and pH meter. The final results were organized and later presented and discussed properly. As a final product, students made an informational pamphlet containing the survey data. Therefore, we realized the richness of skills developed by students and teachers with this methodology, thus bringing the theoretical knowledge closer to the practical one.