Uso do personagem Homem-Aranha como estratégia didática para o ensino de biologia no contexto remoto

Abstract

Literature related to the area of education and official documents in force, such as the National Common Curricular Base (BNCC) itself, have been recognizing and reinforcing the importance of using different languages for effective and meaningful student learning. That said, the present study aimed to evaluate the use of the comic book character (HQ) Spider-Man as a tool to facilitate learning in Biology classes in the context of remote teaching. All stages of the research were carried out remotely, as its application took place during a period of high in cases of COVID-19 in Brazil and in the world. Initially, the proposal and objectives of the research were presented to the professors of the discipline of Biology in three Teaching Institutions, which with their approval and authorization, the objectives were later presented to the students. The invitation to participate in the research was carried out through a link containing a form prepared in Google Forms, accompanied by a Free and Informed Consent Term (ICF) which, if accepted, directed the student to a pre-questionnaire (Q1). The following day, after the application of Q1 in each of the classes, a didactic intervention entitled “Unraveling the powers of Spider-Man” was carried out, and the following day, a post questionnaire (Q2) was applied. Based on the analyzed data, we found that the didactic strategy used was well accepted by the students, even when applied in a remote context. In addition, we pointed out more correct answers in Q2 for most questions, evidencing a direct influence of the class on students' learning. In this way, we emphasize that the use of characters from movies and comic books are didactic resources that have great potential for discussing school contents, and that these could be more explored by teachers, mainly due to the ability to maintain the student's attention and enthusiasm, and for consequence to favor the teaching-learning process