The splitting of knowledge in science education makes knowledge even more isolated from each other, making it difficult to realize its various crossings. It is necessary to build paths that favor a science for all, that stimulate curiosity and interest in science and democratize knowledge. According to this, to build articulations we chose the anime Hataraku Saibou to problematize and contextualize scientific knowledge about vaccines and immune system cells. Methodologically, the research was developed in two stages: 1) survey of papers published between 1997-2019 at the Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) to identify papers that take the anime as a methodological strategy for the construction of relevant knowledge in science teaching and 2); the construction of a Didactic Sequence (DS) that, based on the thematic approach proposed by Delizoicov, Angotti & Pernambuco (2011), allows articulating understandings about immunology through the dialogue of knowledge between anime and sciences. The difficulty of finding works that take the anime as strategies to guide broad and plural understandings about immunology in a national impact event and the DS produced evidence the richness of this strategy to propose more critical and plural knowledge.
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