Lúdico no processo de ensino-aprendizagem da Biologia: possibilidades para o conteúdo dos artrópodes

Abstract

This monographic work, built through bibliographical theoretical research, has as object of discussion the playfulness as a dynamizer in the teaching process – learning in Biology with possibilities for the content of arthropods. In view of this, the research aims to identify what are the possibilities of play for the content of arthropods in high school, from the perspective of the diversified part of the curriculum, since the study has a relevant character because it belongs to an Amazon region, a place with wide diversity of animals that need to be protected and demystified, and of different peoples, such as quilombola, riverside, urban and indigenous peoples. Another highlight is being able to contribute to the training of teachers in the search for a plural character of educational actions at school for students. The methodological process included the analysis of theoretical research that addressed the themes of Basic Education in Brazil, the study of the curriculum in the school field, as well as playfulness and the teaching of Biology. The results indicate the existence of many studies with discussions on the themes addressed, but in relation to the curriculum document of the state of Pará, with regard to the concrete reality of the content of arthropods, it is necessary to emphasize that it does not exist yet. Even so, we visualized through theoretical research that there are possibilities for playfulness to be a dynamizer in the teaching of arthropods, in addition to being an indicator for improvement and advancement in the quality of education, together with the diversified part of the curriculum. In view of this, we conclude that work on playfulness in the teaching of arthropods is on the rise and further studies are still needed to obtain practical results in reality in the classroom. Therefore, we emphasize the importance of carrying out new discussions on the study of the curriculum in Biological Sciences degree courses, with a view to improving the process of building teaching dynamics for students and contributing to teacher education.