Tabagismo: eixo para aprendizagem de fisiologia humana respiratória e circulatória de forma sistêmica
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Tipo
TCC
Data de publicação
2023-12
Periódico
Citações (Scopus)
Autores
Romanato, Victor Hugo Rosa
Orientador
Pechliye, Magda Medhat
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Resumo
O ensino de fisiologia humana na Educação Básica permanece pautado na memorização, isolamento e descontextualização de órgãos e sistemas fisiológicos, sem que sejam promovidas reflexões sobre as relações existentes entre esses componentes do organismo, limitando a aprendizagem dos alunos nesse tema. Contudo, a teoria sistêmica, descrita por determinados autores como Colom, Maturana e Morin, expressa que as propriedades próprias de um sistema emergem exclusivamente das constantes e recorrentes interações entre as partes menores que o compõem, bem como suas relações com o meio externo. Assim, tais conceitos podem ser adotados no contexto educacional para que o ensino da fisiologia humana adquira um caráter mais integrado e, nesse sentido, torna-se adequado o uso de um tema que envolva diversos aspectos da saúde humana e que seja social e ambientalmente contextualizado, como o tabagismo. Logo, o objetivo do presente trabalho foi analisar se a sequência de aulas elaborada é capaz de promover, em alunos de Ensino Médio, mudanças em algumas concepções acerca da fisiologia humana no contexto da perspectiva sistêmica e integrada, a partir de uma situação-problema sobre tabagismo. Para tal, foram ministradas cinco aulas sobre fisiologia humana baseadas na perspectiva sistêmica, no Ensino Médio de uma escola estadual de São Paulo, com a realização de quatro atividades escritas. Em seguida, as respostas obtidas de nove alunos foram classificadas conforme três categorias contemplando as principais ideias do pensamento sistêmico. Os resultados indicaram que todos os nove alunos apresentaram, em diferentes momentos da sequência e em diferentes níveis, uma visão sistêmica e contextualizada da fisiologia humana, pois associaram-na a fatores ambientais e sociais e ao tabagismo, relacionando diferentes processos fisiológicos em suas produções. Portanto, sugerem que a sequência de aulas elaborada pode ser considerada um potencial meio de promover mudanças nas concepções dos alunos do Ensino Médio acerca da fisiologia humana, podendo contribuir para uma visão mais sistêmica e integrada sobre ela.
The teaching of human physiology in Basic Education remains based on the memorization, isolation and decontextualization of organs and physiological systems, without promoting reflections on the relationships between these components of the organism, limiting students' learning on this subject. However, the systemic theory, described by certain authors such as Colom, Maturana and Morin, expresses that the properties of a system emerge exclusively from the constant and recurring interactions between the smaller parts that compose it, as well as its relationships with the external environment. Thereby, such concepts can be adopted in the educational context so that the teaching of human physiology acquires a more integrated character and, in this sense, it is appropriate to use a theme that involves different aspects of human health and that is socially and environmentally contextualized, such as tobacco use. Thus, the objective of the present work was to analyze whether the developed sequence of classes can promote, in high school students, changes in some conceptions about human physiology in the context of a systemic and integrated perspective, based on a problem-situation about tobacco use. To this end, five classes on human physiology based on a systemic perspective were taught in a high school class at a state school in São Paulo, with four written activities being conducted. Then, the responses obtained from nine students were classified according to three categories encompassing the main ideas of systemic thinking. The results indicated that all nine students presented, at varied moments in the sequence and on different levels, a systemic and contextualized view of human physiology, as they associated it with environmental and social factors and tobacco use, relating different physiological processes in their productions. Therefore, they suggest that the sequence of classes developed can be considered a potential way of promoting changes in high school students' conceptions about human physiology, and can contribute to a more systemic and integrated view of it.
The teaching of human physiology in Basic Education remains based on the memorization, isolation and decontextualization of organs and physiological systems, without promoting reflections on the relationships between these components of the organism, limiting students' learning on this subject. However, the systemic theory, described by certain authors such as Colom, Maturana and Morin, expresses that the properties of a system emerge exclusively from the constant and recurring interactions between the smaller parts that compose it, as well as its relationships with the external environment. Thereby, such concepts can be adopted in the educational context so that the teaching of human physiology acquires a more integrated character and, in this sense, it is appropriate to use a theme that involves different aspects of human health and that is socially and environmentally contextualized, such as tobacco use. Thus, the objective of the present work was to analyze whether the developed sequence of classes can promote, in high school students, changes in some conceptions about human physiology in the context of a systemic and integrated perspective, based on a problem-situation about tobacco use. To this end, five classes on human physiology based on a systemic perspective were taught in a high school class at a state school in São Paulo, with four written activities being conducted. Then, the responses obtained from nine students were classified according to three categories encompassing the main ideas of systemic thinking. The results indicated that all nine students presented, at varied moments in the sequence and on different levels, a systemic and contextualized view of human physiology, as they associated it with environmental and social factors and tobacco use, relating different physiological processes in their productions. Therefore, they suggest that the sequence of classes developed can be considered a potential way of promoting changes in high school students' conceptions about human physiology, and can contribute to a more systemic and integrated view of it.
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Palavras-chave
visão sistêmica , teoria da complexidade , fisiologia humana , educação básica , análise textual , systemic perspective , complexity theory , human physiology , basic education , textual analysis