Biodiversidade no contexto das metodologias ativas

Abstract

Biodiversity is an essential concept for understanding the variety of life forms and ecosystems that ensure environmental balance. The assimilation of this context is essential, since in addition to being present in the fundamental themes of Biological Sciences, it permeates all formative processes for the formation of critical and environmentally responsible citizens. In the search for more dynamic teaching and learning procedures for this content, active methodologies emerge as effective alternatives for student engagement and protagonism. In this sense, this study aimed to analyze the use of active methodologies as a didacticpedagogical resource for teaching and learning biodiversity content. The nature of the data and procedures used was qualitative research. Regarding the general purpose, it was configured as exploratory research. The method that guided the data collection techniques and instruments was bibliographic research. For the inferences of the data produced, phenomenological interpretative analysis was used. The studies analyzed confirmed that active methodologies were applied with didactic-pedagogical intentionality, favoring active learning about the process of constructing knowledge about the content of Biodiversity, generating positive impacts on the cognitive development of students, as they encouraged autonomy and critical proactiveness of the research interlocutors. Active methodologies, when used with theoretical-methodological planning, culminate in social, pedagogical and human practices in basic education; therefore, it is still necessary to expand studies on the effectiveness of these approaches in different school contexts, aiming to improve teaching and learning strategies on biodiversity in schools.