INTEGRATED TEACHING OF ORGANIC SYSTEMS: PROPOSAL FOR AN INVESTIGATIVE APPROACH IN HEALTH EDUCATION

The need for motivating pedagogical strategies that awaken a student who is a protagonist and has the ability to argue scientifically and critically motivated this study, which had as its general objective to develop and analyze the application of an investigative didactic sequence about the integration of the human body and health, developed in the light of meaningful learning and combined with a non-formal educational space. The research was developed with 30 students from the 3rd year of high school at a public school in the city of Belo Horizonte/Minas Gerais and had 3 stages: 1. Elaboration and descriptive analysis of the application of the didactic sequence; 2. Analysis of the students' conception; and 3. Analysis of the students' perception about the application of the investigative didactic sequence. An investigative didactic sequence was developed using Digital Information and Communication Technologies on the theme “The influence of physical exercise on the human body”. Through the interpretation of data produced and collected from the application of the activities of the didactic sequence and semi-structured questionnaires, it was possible to identify that 26 students fully agreed with the statement “The systems of the human body function in an integrated manner”. In the descriptive analysis of the application of the investigative didactic sequence, it was possible to perceive, through the students' reports, video production and conceptual maps: students' enthusiasm in leaving traditional teaching; integrated understanding of the concepts addressed by the theme; curiosity aroused by the investigative context; interest in using digital technologies in activities and in seeking scientific information to explain phenomena experienced in everyday life. When evaluating the students' perception in relation to the applied SDI, 28 answered affirmatively to the question "Did you enjoy participating in the activities of the investigative didactic sequence? Why?", with 19 of these students listing the acquisition of knowledge about the human body as the main reason. And 2 students stated that they did not enjoy the applied activities, as they found them laborious and difficult. All students participating in the study reported that the visit to the Center for Education and Communication in Life Sciences/UFMG contributed to their learning. Therefore, it is considered that the research provided students with an opportunity for an autonomous construction of kn