Alfabetização digital: ensinando citologia através de histórias em quadrinhos (hqs) em uma escola pública do município de Parintins/Am

Abstract

The use of digital technologies is a facilitating method in the teaching and learning process. Much has been said about associating new technologies with the classroom; however, little has actually been put into practice. In this work, we aim to provide a different perspective on this implementation, as well as to establish this pedagogical proposal as an innovation in the educational sector, so that it encompasses both educational and technological practices, unifying them into a consistent model that offers greater possibilities for teaching that is more engaging for students. In this context, the creation of HQs for teaching cytology through digital technologies represents a facilitating teaching strategy that unites art and science to aid in the assimilation of concepts considered difficult and complex. This research aimed to investigate a didactic sequence using digital technologies combined with the Three Pedagogical Moments (3MP), emphasizing the teaching and learning of cells through the digital creation of comics with high school students. A qualitative approach was adopted. The following procedures were used in the development of the research: literature review, application of an initial questionnaire, implementation of the didactic sequence, delivery of a class on cytology, a class on visual, verbal, and narrative elements, and a final questionnaire. The students’ prior knowledge questionnaires, the comic strips created by the participants, and the questionnaires assessing learning and evaluating the didactic proposal served as the objects of analysis. With the application of the 3MP methodology alongside the language and digital creation of the HQs strips, it was possible to identify a very positive perception among students. Most considered the activity to be a different and effective form of learning, highlighting the methodology as an ally in achieving the objectives through joint action between teacher and student. The activity contributed to a greater understanding of the topic, which resulted in active student participation. The proposal also helped consolidate the content more effectively, precisely because it involved a more practical and participatory way of studying. Thus, it can be concluded that the digital creation of HQs was perceived as an effective, engaging, and meaningful pedagogical strategy for teaching biology, particularly in cytology content.