Práticas inovadoras de histologia na educação de jovens e adultos
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Data
2015-10-29
Autores
Freitas, Joana Lúcia Alexandre de
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Universidade Federal do Espírito Santo
Resumo
Histology is a part of biology that studies the organization of tissues, their origins and functions. Its effective learning ensures better performance in areas such as Embryology, Anatomy and Physiology. Despite its importance, it is worked with poor emphasis and significance in Elementary and High School, especially in the Young and Adult Education, a type of education created only with the purpose of teaching adults and later young how to read and write. This education modality faced many struggles in the past for today find space in public institutions and pair with regular education as the skills and abilities to be acquired by their students, that go beyond learning the scientific and sociocultural knowledge, also need to be aware of the reality they live, in order to intervene and to contribute to the progress of Brazilian society. Therefore, it is necessary to work the contents, including Histology, quickly, but in a contextualized form to attend the educational needs of these students. However, this does not happen often, which causes doubts and learning disabilities. Given this reality, the work aims to analyze the practices in the process of learning and teaching Histology with dynamic, contextualized and recreational classes perfecting teaching in a class of the First Stage of Young and Adult Education. The perspective of this work is the replacement of traditional identification and classification of histological tissues classes that, if not allied with other teaching techniques, make the content tiring and full of repetitions. The work is based on the ideas of Andragogy, Playfulness, Neuroscience and Information Technology, and seeks dialogue with the reflections of Paulo Freire, Leonor B. Guerra, Ramon M. Consenza and Paulo Nunes de Almeida. . Based on these references, the use of dialogued lectures associated with games, researches and experimentation was used. The results demonstrate that, in addition to contributing to the improvement of Histology learning, Andragogical, Recreational and Neuroeducational techniques can provide progress in other educational areas, encouraging more education professionals to adapt them to their disciplines.
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Technology , Andragogy , Neurosciences , Playfulness , Education , Ensino e aprendizagem , Andragogia , Neurociências , Ludicidade