Estratégias didáticas para o ensino de fungos em uma escola pública no município de Picuí - PB.

Abstract

Fungi are highly diverse eukaryotic organisms that play significant roles in various areas of human activity, including economic and industrial applications (human nutrition, pharmaceutical industry), in addition to their critical ecological function in nutrient cycling. However, within the educational context, this subject is addressed briefly and vaguely in high school biology classes, highlighting

the difficulties teachers face in developing methodological strategies that facilitate the teaching- learning process. In light of this, the present study aims to investigate the knowledge of fungi and

to develop a didactic sequence concerning the Fungi kingdom for second-year high school students at a public school in Picuí, PB, with the goal of enhancing the biology teaching-learning process. To achieve this, a qualitative and quantitative study was conducted with a sample of 24 students from a second-year class at E.E.E.F.M. Felipe Tiago Gomes, located in Picuí, PB. The construction

and execution of the project unfolded in five stages: a preliminary questionnaire; an expository- dialogical lesson; a practical lesson; the implementation of an educational game; and a final

evaluative questionnaire. During the execution of the didactic sequence, it became evident that students possessed limited knowledge about fungi, often misclassifying them and associating their significance solely with negative aspects. Nonetheless, they engaged actively and demonstrated interest in the activities undertaken. By the conclusion of the sequence, a noticeable change in students' perceptions and narratives regarding fungi was observed, as they began to mention various applications and the importance of these organisms, particularly emphasizing their environmental significance. This underscores the role of fungi in society and the environment. Therefore, it is believed that the planning and organization of the activities facilitated a connection between the students' prior knowledge and the newly acquired knowledge. It is further asserted that the teaching of fungi requires continuous review of the methodological strategies employed, incorporating activities that broaden this instruction to better contextualize content and thus enhance its relevance to students' realities.