ARTICULATIONS ON THE TEACHING OF SEXUALLY TRANSMITTED INFECTIONS (STIs) IN THE INVERTED CLASSROOM

Abstract

With the arrival of the 21st century, new processes and ways of communicating have emerged. In modern society, technological devices have shortened distances, we travel in a few clicks, receive and share information at a speed never seen before. In this context it is noticeable that the way of teaching and learning has also changed, thinking about education is to be consonant and inserted in this scenario. Moran (2000) states that many ways of teaching today are no longer justified. Therefore, there are reflections about the methodologies that are still used in the classroom and the way they depart from the reality of a student increasingly surrounded by technological innovations and information and restless with a static classroom and outside his world. In despite of these views, the present paper aimed to contemplate, through an experience report, the possibilities of discussing Sexually Transmitted Infections (STD), from hybrid teaching, with the Flipped Classroom approach. The pedagogical intervention took place in 11th grade biology classes. As a result, it was possible to measure, through the comparison between quizzes, the evolution in biological and social concepts within the suggested proposal. It is concluded, therefore, that the insertion of active methodologies, such as the Flipped Classroom, makes it possible to better explore time and space, enabling gains in communication between teacher and student in order to maximize the apprehension of the content.