A utilização do cordel como estratégia metodológica para ensino e aprendizagem de Ciências

Abstract

In this work, I report the results of a research presenting cordel as a methodological resource for science teaching. Its general objective was to analyze the twine constructed by undergraduate biology students, relating them to yet another strategy of active methodology in science teaching, highlighting the importance of art and culture in teaching. The target audience consisted of undergraduate students, specifically former scholarship holders of the Pedagogical Residency Program, scholarship holders of the Teaching Initiation Program (PIBID) and students of the discipline of “Instrumentation for Science Teaching”; all undergraduates in Biological Sciences at the State University of Paraíba, Campus I, Campina Grande. The research data received descriptive qualitative treatment, collected through the use of pre- and post-test forms, applied through Google Forms (Google Forms). The other data were collected during a workshop on active methodologies with the use of string. The analysis of cordéis took place through content analysis techniques (BARDIN, 2016), demonstrating their potential and richness in each written text. The workshop held remotely generated the possibility of expanding the vision of the teacher in initial training to work with education associating art and culture. Considering the implementation of cordel as a form of active methodology in teaching, we identified a positive effect on the participants' view. Given the relevance of the research, we believe that the use of stringing in the teaching of science content can serve as an inspiration for other teachers. On the other hand, we also highlight the use of twine in other areas of science, which are in search of innovations, with the aim of provoking the student to be a protagonist, to stimulate art and culture in the educational context.EN