Estratégias pedagógicas e recursos didáticos na disciplina de biologia, no ensino médio: uma revisão bibliográfica

Abstract

Discussions about changes in the curriculum structure of science education and teaching are relevant and of great importance in teacher training, from more relevant content approaches, types of methodologies and facilitating pedagogical strategies, contextualized, current and well-designed teaching materials and resources. Considering the teacher as a mediator of knowledge gives space for the student to be the protagonist of his own learning, using, for example, active methodologies in the classroom and encouraging the construction of knowledge through investigative learning. For this reason, in the Biology discipline, in the context of high school, pedagogical strategies and teaching resources are very welcome and necessary, even more considering the current period regarding remote teaching and the whole context of COVID-19. Therefore, the objective of this work is to investigate what types of pedagogical strategies for teaching Biology have been used in the classroom and cited in the literature and whether they have been related to improvement in the process of learning biology in high school. For that, a search was carried out on the Google Scholar platform, using the descriptors, Pedagogical Strategies; Biology Teaching; High school; Didactic Resource. The first 100 works were initially selected for the research, considering only publications from the last ten years. Of these, 86 were selected for the job and 14 were not. It was observed that the most used strategy are didactic sequences that relate and develop various types of resources, aimed at learning the same content. However, most teachers still use the lecture as the main methodology in the classroom. To that end, a bibliographic review, exploratory, reflective and critical research was conducted, of a qualitative substance. Based on the research and aiming at a diversified perspective, factors considered relevant to the teaching and learning process were discussed. Furthermore, it was found that it is possible, through different strategies and resources, to provide the construction of knowledge in a plural, innovative and adapted to new emergency demands.