SCIENCE, HEALTH, AND WELL-BEING: AN INVESTIGATIVE DIDACTIC SEQUENCE IN THE CONTEXT OF HIGH SCHOOL IN RIO GRANDE DO NORTE

Abstract

This article aims to presents a didactic sequence proposal titled “Science, Health, and Well-being,” developed under the guidelines of the New Brazilian High School reform and the Potiguar Curricular Framework. The objective is to foster scientific literacy and youth agency, mitigating knowledge fragmentation through physiological investigation and self-care. Methodologically, it is qualitative and exploratory bibliographic research, which bases its pedagogical planning on Problem-Based Learning (PBL) and Maker Culture. The intervention is structured into nine sessions that integrate Physics, Chemistry, and Biology concepts, such as BMI calculation, nutritional label analysis, and blood pressure measurement, culminating in a community outreach action called "Health Day at School." The expected results indicate an authentic mobilization of students and the development of socio-emotional competencies, positioning the student as a transformative agent of their reality and the teacher as a strategic mediator, capable of connecting scientific knowledge to contemporary demands for health and collective well-being.