Contribuições da paródia na disciplina de biologia do ensino médio

Abstract

The article presents results of a research developed to investigate the use of musical parody as an active methodology in the teaching of Biology. The research took place with 3rd grade high school students from a full-time public school. The students, in pairs, were instructed to create their own parodies about biological content. For the construction of research data, students participated in a focus group, in which they answered questions related to the activity experienced. In addition, a semi-structured interview was applied with the class teacher. As a result, most students considered the methodology valid and interesting, emphasizing the need to first know the content and then elaborate the parodies. On the part of the teacher, she considered the work fundamental in the learning process. The article is concluded by highlighting the importance of including recreational activities in classes, making them more dynamic and contributing to the teaching and learning of scientific content.