Estratégias e recursos didáticos para o ensino da dengue no ensino médio: revisão integrativa

Abstract

Teaching biology in high school presents several challenges, particularly due to the complexity of the content and the use of specific terminology. In this context, the use of teaching resources becomes an effective strategy for making the learning process more accessible and meaningful. This study aimed to analyze, through an integrative review, the teaching strategies and resources used to teach dengue fever in high school, specifically in the Biology discipline. The research was conducted using academic databases such as Google Scholar, Capes Journals, and SciELO. After applying the inclusion and exclusion criteria, seven articles were selected for analysis. The results demonstrated that resources such as educational games, comics, workshops, musical parodies, and teaching sequences promote active learning, student engagement, and contextualized knowledge construction. Furthermore, these practices stimulate cognitive, creative, and social skills, strengthening awareness of dengue prevention. It is concluded that the adoption of active methodologies in the teaching of Biology contributes significantly to more effective and participatory learning, especially when it comes to dengue.