A Controvérsia sociocientífica das vacinas no processo de ensino-aprendizagem dos vírus

Abstract

Viruses are more present in our daily lives than we can imagine. However, the teaching-learning process of these microorganisms is still far from the reality of students. There is great difficulty in contextualizing the contents learned in the classroom, for the full exercise of citizenship. It is necessary that Biology classes address subjects that relate to science, technology and society (STS), as scientific and technological development directly influences people's lives. In this perspective, the present research aimed to evaluate what learning occurs about viruses, using the socio-scientific controversy of vaccines from the CTS approach. The present work was developed through qualitative research, of the participant type in a state public school, located in the city of Manaus-AM, having as target public, the students of the second year of high school. The data collection instruments were organized through a thematic workshop on the socio-scientific controversy of vaccines, based on three pedagogical moments: problematization, organization and application of knowledge, which served as a foundation to achieve the objectives outlined. Data analysis was based on a set of content analysis techniques, through the interpretation of messages obtained during the investigation process. The results show that it was possible to contextualize the content about viruses, through the socio-scientific controversy (CSC) of vaccines, pointing out that teaching with a STS focus allows the formation of individuals for the full exercise of citizenship. Students were able to express their opinions and positions, scientifically based, through the exercise of argumentation, which promoted conceptual and attitudinal learning. Activities such as: conversation wheel, controversial debate, production of posters and dissertation text, were crucial to awaken the students' interest and engagement in relating the learning of concepts about viruses with STS relationships, using the vaccine theme. Therefore, discussions on CSC topics are important in the teaching-learning process of Biology, as they can inform, sensitize and prepare students for debates of this magnitude, since lack of information on such topics can have major consequences for the population.