Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The use of didactic resources as a learning strategy allows different stimuli to the student, in the cognitive, emotional and pleasure spheres. In this way, the objective of this work was to verify and analyze the use of histological slides, didactic models and didactic game as teaching-learning resources in a University and High Schools in the city of São Luís - MA.  Were made vegetable samples, didactic models of vegetable organs and a didactic game were made for use in practical and theoretical classes with high school and undergraduate students. It was notorious that the use of didactic resources provided a greater understanding of the contents of Botany in addition to being effective for students' motivation, making classes more dynamic and stimulating.

The paper presents and discusses a study promoted by Regional 2 (RJ / ES) of the Brazilian Biological Education Association (SBEnBio) on the Science and Biology teaching practices developed by teachers during the social isolation determined by the pandemic of COVID-19 in the period between March and April 2020. We applied an online questionnaire to 187 respondents. The results indicate that methodological demands on planning, evaluation and didactic strategies were the main challenges in this context. Moreover, respondents reported greater workload and most students as having difficulties to access the internet. We conclude that it is a hard time for most teachers, but that associations like SBEnBio can create spaces for reflection on these practices

The study of nutrition and energy metabolism in high school depends on a series of concepts of organic chemistry, which will only be worked on in the last year by the Chemistry professor. The great difficulty for Biology teachers is to introduce these chemical concepts in parallel to this content. We believe that only the lectures are not enough to arouse the interest of students. Based on this premise, we believe that the development of new educational materials is very relevant to improve learning. “Survival” is an investigative / cooperative board game on nutrition and energy metabolism. Used as a playful strategy, it was developed as teaching material to assist teachers in reviewing concepts on the topic.

The purpose of this essay is to discuss the centrality of genders and the contributions or limitations of  the semantic/scientific field of biology and culture to define categories such as gender, sexuality and  sex. Thus, this research anchors in the theorizations coming from feminist and post-critical epistemologies to present and to displace some declarations about sexualities and genders and to discuss its discursive order, in other words, how their definitions or specific language embraces or imprisons other meanings and often circumscribes a normative and deterministic biology. This problematization also criticizes the binary understanding of sexualities / genders, emphasizing differentiated models read by feminist biologists who criticize the understandings that use biology to construct meanings about our bodies.

Information about parasites is mediated for high school students and ends up being used as content in ENEM tests. In this study, the ENEM questions that addressed Parasitology issues were evaluated. To this end, tests of ENEM was recovered from the year of its creation until 2019, including traditional ENEM and PDL (People Deprived of Liberty). Among the issues recovered, 22 addressed the content of Parasitology. The majority, 19, were inserted in the Sciences of Nature and its Technologies area. More than 80% of the questions used written language with contextualization of the subject in the statement, however, it was not always necessary to read the texts of the statement to answer the questions. Information on host, prophylaxis and transmission were the most required. The predominance of the themes schistosomiasis, malaria and Chagas' diseases in the questions, reinforces the need to include other parasites, and the contextualization and interdisciplinarity in the required knowledge of the issues

Infectious diseases have always marked the history of mankind and nowadays become the predominant issue in the media with the pandemic of the new coronavirus. In this paper we assess how this subject is approached in Brazilian high schools. Analysis were made of the biology textbooks recommended by National Textbook Program and the National High School Exam (ENEM) from 2009 to 2018. Questionnaires were also applied to students from public and private schools. The results show that the theme is presented satisfactorily in textbooks, point out a significant relationship between these and the ENEM tests and allow reflections on the interdisciplinary approach and in other ways that the content can be worked on.

The use of technologies in education is becoming increasingly frequent and important in the modern society. In this context, the present work seeks to present to students of the eighth year of elementary school, aged between 14 and 15 years, the possibilities of applying augmented reality software that allows students to visualize and interact with some systems of the human body, thus favoring the learning process. To do so, students downloaded a software in their smartphones, the Virtuali tee, that works in conjunction with a specific tee that allows the user to virtually contact the human body and some of its organs and systems in an interactive and dynamic way.

The objective was to analyze the methodologies and didactic resources used in the teaching of Zoology in schools of the SRE of Caratinga and to elaborate proposals that collaborate for the teaching-learning process. Semi-structured questionnaires were applied to 28 teachers who teach Science and / or Biology in the seventh and second years of primary and secondary education, respectively, in 29 state schools in 7 municipalities. Most of these teachers carry out teaching based on memorizing the content, they mainly use the textbook, they do not relate to the evolutionary echo of animal species, there is a lack of spaces for carrying out practical activities and methodological resources. Proposals were prepared and compiled in a book of suggestions with strategies for teaching Zoology and made available to teachers and the SRE of Caratinga.

This article presents data from a cartographic research that was interested in the resonances of the experiences of trans people to the areas of education in Biology and that materialized in a walk among the tangles of the official field of Biology education. In this context, our objective are to present the potentialities and insurgency of a mapping of the movements made in ENEBIO and EREBIO. The breath of the meetings summoned us to the agency “Experiences of trans people - Biology Teaching” that opened spaces for us to think about education in biology as territories constituted by lines of different natures, rhythms and directions, and, in which genders and sexualities echo and function in their constitution, producing plans that coexist in larger and minor oscillations

The present work had as objective, to investigate the occurrence of the teaching-learning on cells experienced by graduates in Biological Sciences and the methodologies adopted for this process during their supervised internships in schools. The research carried out was exploratory, of a qualitative and quantitative nature and the data were collected through a questionnaire answered by undergraduate students from the sixth period onwards. The responses were analyzed using the content analysis technique and grouped into categories according to the similarity between them. The results showed a low occurrence of experiences with teaching and learning about cells in supervised internships and the lecture was the predominant methodology. Therefore, it is necessary to encourage the improvement of cell teaching at school, with attention to initial and continuing teacher training.