Biologia no ensino médio: diferentes abordagens metodológicas para adequar o conhecimento ao cotidiano - enfoque sobre a gravidez na adolescência

Abstract

Sexuality has been seen, in the contemporaneity, as an urgent issue to be worked at school, due to questions such as gender inequality. However, what has been doing in science education has reduced this issue only to individual knowledge about anatomy and physiology of genital organs, as well as sexually transmitted diseases prevention. In this approach, considered reductionist, social and daily life factors are unvalued. When it comes to sexuality in classroom, teenage pregnancy is far from an easy topic to be debated, especially when you want to escape to simplification and banality on the subject. When teenage pregnancy is discussed at school, it usually comes with adjectives such as "unwelcome", "early", or it is treated as something that should be avoided at any costs. In this context, teenagers are considered equal individuals, and they usually are analyzed negatively, reducing and generalizing their experiences, considering them as unfinished individuals. Thus, it is necessary to understand them, considering the enormous diversity of biological, psychological, social, cultural, political and ideological variables that cover what is understood about youth and adolescence. With the theme of teenage pregnancy, this study aimed to use different methodological approaches to an integrative biology concepts teaching related to reproduction, with students day-to-day questions, expanding the purely biological approach to discuss one that means the body socially. The study is characterized as an applied qualitative research and it s data was analyzed by discursive textual analysis. Besides, pre-tests and post-tests was used with regard to biological concepts learning evaluation. The work was developed in a public school in Santa Maria, Rio Grande do Sul, Brazil, with three first grade high school classes, in regular school year. Different materials were built for activities development, which tried to discuss, among other questions, thoughts about the contraception, infection with sexually transmitted diseases, beliefs about motherhood and abortion, gender prejudice, normal birth versus cesarean, breastfeeding, all these issues permeating biological concepts teaching about human reproduction. As a result, there are the categories of analysis found: Ethnic / Racial prejudice; Gender stereotype; Care (self-care, maternal care, care by the parents of teenagers, care by the partner); guilt and curiosity, which elucidated points to be problematized with students and they can be statements to be researched in future. Conceptually, it is noted the progress in anatomy understanding, and physiology of the reproductive systems, demonstrated through post-tests carried out about the menstrual cycle and embryo-fetal development. Furthermore, it was possible to notice a change in attitude of the students to reflecting and position themselves critically in the face of issues such as abortion, social factors related to breastfeeding, a greater understanding of childbirth types, and denaturalization of gender inequality, especially concerning the perception of the reciprocal responsability among the genera in contraception.