ESTRATÉGIAS LÚDICAS PARA SE ENSINAR SAÚDE COMO CONTEÚDO DE CIÊNCIAS, PARA ALUNOS DE ENSINO FUNDAMENTAL II

Abstract

The learning disability presented by several students in the area of elementary school science is easily found. We soon realize the enormous difficulty found by students to be interested and learn about the content of science, which presents complex subjects and without experimentation. Regarding health content, including the science discipline, it refers to a subject that should be satisfactorily addressed and taught, as this is an important subject, and is often only commented in the classroom. class. The general science discipline, which has difficult terms to learn and definitions, occurs with the health theme, it has many very theoretical terms, words and definitions. Thus, in order to be able to supply the lack of concrete learning, we seek strategies that can permeate the environment, and assist the teacher in its conducting. The inclusion of the use of playful strategies is a good alternative to circumvent the problems encountered in the classroom. Since these strategies make classes dynamic, they allow students to be encouraged by the change in the routine of lectures exclusively and can become a learning potential for them. With this in mind, an intervention focused on the area of science with emphasis on health was elaborated, visualizing the difficulties encountered in learning. These actions were applied to the students of the Maria Carmelita Full-time State College, in order to encourage the students about the content and to encourage their cooperation. During the actions, students socialized with each other, since various dynamics require group work. The main objective of the interventions is to obtain meaningful learning, a teaching of health content, using a playful strategy, with dynamics, games, drawings, collages, etc. Through weekly actions that allow a greater fixation of contents, making the teaching concrete and satisfactory. Also with the intention that from participating in the planned actions, students learn and start to have good habits, how to eat better, reduce the chance of them to get involved with licit and illicit drugs, know diseases, basic prophylaxis actions, etc. These habitats provide health benefits and quality of life. The present work is characterized as an alternative to help the educational process, favoring the construction of knowledge, making teaching and learning more effective. In addition to emphasizing food, behavioral and body education, contributing to the development of healthy habits and choices coupled with the teaching of science curriculum content, reducing the theory and practice dichotomy. Being able to visualize that the intervention had a power of fixing of information and interpretation of facts. Thus, it is reflected that it is possible to overcome the difficulties that permeate the usual form of teaching, with simple but little explored strategies. In addition to exposing the content in a different way, the action makes students active participants in the search for knowledge, transforming everyday knowledge into scientific knowledge, acting as potentially meaningful material, enabling concrete learning.