TEACHING OF MICROBIOLOGY THROUGH PROBLEM-BASED LEARNING (PBL) FOR HIGH SCHOOL STUDENTS IN THE CITY OF LONDRINA AND METROPOLITAN REGION (PR).

The teaching of microbiology is indispensable for students of basic education and should not be restricted to the academic environment, since the microorganisms have a direct relation with our daily life. Problem-Based Learning (PBL) is a pedagogical system that has been adopted worldwide in different institutions of higher education, which the student becomes the protagonist of his learning, allowing him to build his knowledge through the resolution of problems. The objective of this extension action is to allow, by means of problem solving and practical activities, that high school students and technical courses comprehend in greater amplitude several aspects of the importance of microorganisms. Fifteen classes of public high school in the city of Londrina and metropolitan region (PR) were attended, totaling 331 students. The topics discussed in the different classes were: "Biodiversity of microorganisms", "Cytology", "Scientific method", "Eutrophication", "Origin of life", "Biogeochemical cycles" and "Energy metabolism". Students in each class were separated into groups of three to eight people, with a responsible tutor (undergraduate or graduate student). It was given a problem situation related to the topics cited above to the students, and with the help of the tutors, followed the steps of the PBL: (1) reading aloud the problem, (2) clarify unknown terms, (3) silent reading, (4) elaboration of doubts and questions, (5) formulation of hypotheses to answer the questions of the previous step, and (6) elaboration of study objectives. After this stage, each student received a support book with the theoretical basis for understanding the problem. The students watched a video about the Gram stain technique, which was produced by the Microbiology Department of the Londrina State University. At the end of the first meeting, Gram staining and microscopic visualization of stained slides were performed. In a second time, the students and the tutors met again in the groups, and based on the study objectives they debated on the topic discussed. The students participated actively in both meetings, understanding the importance and the role played by the microorganisms. In addition, the practical activities allowed a greater understanding of the theoretical content. Unlike the traditional teaching, the PBL awakens the student's reflection and the active search for knowledge, changing the role of only a passive receiver of the information transmitted by his teachers. Therefore, PBL contributes to the formation of more conscious citizens regarding microorganisms.