Humor e a Teoria de Flow: Uma forma inovadora de ensinar Biologia

Abstract

We live in an educational environment where education is predominantly public and fraught with difficulties, but there is no lack of overruns in physical structure and professional limitations, often accompanied by demotivation due to low wages and personal devaluation. Faced with such a problem, many teachers strive to find new methods and strategies in order to encourage and provoke students' learning. In this perspective, the objective of this research was to analyze the humor and the flow theory as a methodological strategy to stimulate the learning of biological contents. Data from this research were collected during the research development period in 2016, in preparation for the National High School Examination (ENEM). The research is qualitative, with exploratory and descriptive character, and followed the presuppositions of the participant research. The sample of the study was 115 students attending two pre-university entrance units of the city of Campina Grande - PB. After the application of questionnaires, through a digital platform (Google docs), the results indicated the reach of the state of flow, expressed by the euphoria, the motivation and the manifestation of the learning provided by the methodological strategy adopted. Participants recognized that the use of humorous resources facilitates the learning of biological contents, in order to make learning material or content interesting or engaging. Therefore, its application is validated as a didactic-pedagogical strategy and effective to motivate or provoke personal disposition for learning. The results contained in the data analysis encourage us to consider that the humor-education relationship is extremely significant for the teaching of biology and facilitates the students' admission to the university through the classification in exams. Thus, we believe that this study makes possible an important debate between humor and learning.