Práticas de ensino de botânica no ensino médio: uma revisão sistemática sobre o uso de metodologias ativas.

Abstract

The teaching of Botany in high school faces challenges related to traditional methodology, which often results in classes that are not very dynamic and content that is disconnected from the students’ reality. In this context, this study aimed to evaluate the applicability and potential of pedagogical practices aimed at teaching Botany in high school. The methodology was based on the PRISMA protocol guidelines and involved searching for and selecting articles in the Capes and Google databases. Inclusion and exclusion criteria were established for the selection of studies. The inclusion criteria included: publications published between 2010 and 2025, studies specifically focused on teaching Botany in high school, and studies that described the use of active methodologies, such as school gardens, games, experiments, and teaching materials. The results show that active methodologies, especially educational games, practical activities, and workshops, have proven effective in increasing interest and understanding of botanical concepts. It is concluded that active methodologies applied to the teaching of botany represent transformative tools, capable of making the educational process more dynamic, meaningful and connected to the students’ reality