Sequência didática mediada por metodologias ativas gamificadas e múltiplas inteligências: por uma proposta inclusiva de ensino-aprendizagem de ciências para EJA fundamental

Abstract

This work aims to validate a didactic sequence (DS) model mediated by gamified active methodologies and multiple intelligences for science teaching. The SD developed addressed the content of the human body and food through the strategy of investigation and arguments with the purpose of promoting discussions for inclusion in the relevance of knowledge construction in the constant teachinglearning process, specifically in the context of teaching in EJA. This inclusive sequence is organized in four modules, which unfold in sixteen classes. The target audience, the EJA fundamental final year class at school Municipal Benvinda Nunes Teixeira, in the municipality of Guamaré -RN, actively participated in the game, as we can see throughout the didactic course exposed in the TCC. This result was successful, since the planning as well as the application of the sequence produced, which took into account the heterogeneity in the age group of the target audience, the present context, the time to complete the pedagogical proposal (one bimester), the listed contents, the diversity in gamified active methodologies that contemplated all aspects of the organization and the evaluation of the class. As for the theoreticalmethodological basis, our research, besides the form tool based on Likert scale to validate the SD by the peers of the school community in question, was based mainly on multiple intelligences, ANTUNES (2008); didactic sequence, DOLZ, NOVERRAZ and SCHNEUWLY (2004) and ZABALA (2014); active methodologies, BACICH AND MORAN (2018); science teaching, TEIXEIRA (2019); the theory of education and learning (constructivism and inclusion), MORETTO (2011) and NÓBILE (2022).