TRANSGENIC FOODS IN HIGH SCHOOL: AN ACTIVE LEARNING EXPERIENCE

Abstract

This article reports an experience of an intervention in the discipline of Interdisciplinary Pedagogical Practices (PPI), in which the content addressed was about Genetically Modified Foods and the students' conceptions about the term in their daily lives. It is known that genetically modified foods are those that have been genetically modified to incorporate genes from other species in order to improve characteristics such as resistance to pests and increased productivity. Therefore, active methodologies are necessary to improve students' understanding of content that is rarely addressed in the classroom and is prone to misconceptions. Thus, the intervention aimed to didactically address the theme of Genetically Modified Foods, rotating through stations, for third-year high school students at the Raimundinho de Andrade Technical Center (CETI), in Campo Maior - PI, Brazil. The activity was applied by students of the Full Degree in Biological Sciences at the State University - Herois do Jenipapo Campus. A socialization session on the topic took place and games, didactic models and problem situations were subsequently developed to achieve greater engagement in the teaching-learning process of the class. In this way, the students' prior knowledge about the content was identified, thus making it possible to approach the content on Transgenic Foods in a didactic and playful way.