O uso de metodologias ativas no ensino de biologia para estudantes do ensino médio no contexto da pandemia de covid-19

Abstract

This study presents the challenges imposed by the COVID-19 pandemic on the Brazilian educational system, specifically in the teaching of Biology, which had to adapt to emergency teaching in High School. In this context, active methodologies stand out as promising alternatives to promote learning and student protagonism, even in remote and hybrid teaching environments. Therefore, the aim of this article is to investigate the use of active methodologies in Biology teaching within High School, during and after the COVID-19 pandemic. This is a qualitative, bibliographic study, in the form of a Systematic Literature Review (SLR), conducted in the SciELO and CAPES Periodicals Portal databases, using the descriptors “active methodologies” AND “Biology teaching.” Initially, 155 articles were identified, of which 20 met the inclusion criteria, which comprised full articles published between 2020 and 2025, excluding duplicates or studies not directly related to the proposed topic. Twenty studies were selected, which evidenced the application of methodologies such as inquiry-based teaching, gamification, flipped classroom (FC), and problem-based learning (PBL). The studies indicate that these approaches contribute to student engagement, the promotion of scientific literacy, and the development of skills such as critical thinking and collaborative work. The integration of Digital Information and Communication Technologies (DICTs) was a key factor in remote and hybrid teaching contexts. However, challenges such as inequality in access to technology and the lack of specialized teacher training impacted the teaching process. The analyzed studies suggest that active methodologies represent a promising pathway for renewing Biology education, making it essential to invest in public policies that ensure adequate infrastructure and continuous teacher training.