Parasitology is a branch of study of great relevance to society, especially in the field of
education and health, but in basic education. It is taught transversally, always linked
secondary to other subjects such as basic sanitation. However, it is a subject that needs to be
further explored and contextualized in an integrated way, and that can be used as a tool for
prevention and maintenance of health. In this sense, it is the emergence of the importance of
creating new didactic alternatives that aim to facilitate the teaching-learning process in
parasitology. Therefore, the didactic sequence (SD) is highlighted, which in turn is a set of
activities organized and articulated with each other to work a particular subject in stages and /
or activities in order to improve the teaching / learning process of learners . This study aimed
to evaluate didactic tools of a playful nature in order to lead students of the 1st year of high
school in the processes of construction and appropriation of knowledge about parasitology.
The chosen methodology included a bibliographical, exploratory, applied nature and
qualitative-quantitative approach. The didactic sequence (SD) developed for this study was
composed of four moments: Moment I - Awareness raising and initial survey (initial
questionnaire and expository class); Moment II - Problematization (Mind Map); Moment III -
Organization of knowledge and development (Quiz and practical class in the laboratory) and
Moment IV - Synthesis and finalization (Comic book and final questionnaire). Therefore, the
didactic sequence reported proved to be a viable alternative, since the steps followed were
well received by the students, and with active participation of all involved, denoting being a
pedagogical tool that can be used as a promoter of health education, especially in what
concerns the teaching of parasitology.
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