Musicalizando o ensino: a paródia como ferramenta facilitadora do processo de ensino e aprendizagem da Biologia

Abstract

Biology is considered one of the disciplines in which the students present great difficulties to assimilate the contents. And this happens because most teachers end up using the traditional method, which consists of memorizing names, concepts and cycles, which causes in the lack of interest and the difficulty of students to relate the subject to their day to day. The music is not only in the daily life of the student, but also influences a lot in its development as a whole. It can be seen that it can be used as a teaching aid in Biology. Already the parody is a variation of the original lyrics and has in music an almost inseparable companion. It is very popular, and allows the student to choose their favorite music and change the lyrics for the content in which they find more difficult to learn, making it easier to remember certain details that otherwise would not remember in tests, seminars and discussions. Thus, the main objective of this work was to analyze the use of parody as a facilitating tool in the teaching and learning process of Biology. To reach the proposed objectives, a qualitative research was used, of the participant type carried out at the Sólon de Lucena State School, where two classes from the 1st year of regular high school in the 2018 school year were surveyed. observations and questionnaires. The results showed that the teacher regent did not have a didactics that interested the students and, in this way, the parody presented itself as a new resource for the teaching and learning process of Biology. It is concluded that it is possible to use parody as a facilitating tool in the teaching and learning process of biology.