A experiência teatral na consolidação e divulgação dos conhecimentos em serpentes peçonhentas

Among the curriculum contents that make up Biology, some represent a challenge to the teacher. In zoology teaching, snakes can be exemplified as one of these themes, arousing controversial emotions among students, ranging from admiration and respect to fear and revulsion. Aiming to work the theme venomous snakes in high school, we chose the pedagogical theater as a resource for the construction, consolidation and dissemination of knowledge about these animals, encouraging the protagonism of students and stimulating them in their individual skills and socialization. Thus, our work aimed to build a sequence of a proposal of Active Methodology, aimed at high school students, able to stimulate learning about the main venomous snakes in Brazil through theatrical experience. The methodological processes that guided the development of this work were divided into 05 interdependent phases, applied to 71 students of the second year of high school. These methods were based on appropriate instruments for a quali-quanti approach, based on literary review, directed studies, debates through listening to focus groups, interpretation of graphs and statistical data collected by exploratory and diagnostic questionnaires. The development of the research resulted in the production and staging of two theatrical scripts that allowed the dissemination and consolidation of knowledge about venomous snakes belonging to the genera Bothrops (jararacas), Crotalus (rattlesnake), Lachesis (surucucus) and Micrurus (corals). responsible for accidents of medical importance in Brazil. The scripts covered topics such as the discussion of popular myths and legends and the correction of conceptual errors about snakes, especially related to appropriate first aid protocols. As a result, we observed that the approach used allowed students to appropriate a very marginalized theme, surrounded by controversies, meanings and legends. The resignification of the concepts pre-established by the students about snakes allowed the learners a more holistic view of the concept, as well as demonstrated the lack of information of the population as the main reason for the establishment of pejorative and prejudiced concepts about these animals. In conclusion, we emphasize the success of experimental theater in the dissemination of scientific knowledge.