Sequências didáticas como ferramenta para o ensino de Biotecnologia Microbiana no Ensino Médio

Abstract

Didactic sequences (DSs) are a set of didactic methodologies and strategies that, when combined in the teaching of biotechnology, reflect the transformations occurring in the teaching and learning process. Since biotechnology offers a range of possibilities and applications, more than a single didactic strategy would be required to assist in understanding certain content and concepts. Thus, DSs can overcome some of the barriers inherent in traditional teaching by offering a teaching tool that sparks student curiosity. Based on these aspects, the present study aimed to conduct a narrative literature review to identify the importance of DSs used in High Schools for Microbial Biotechnology Education and propose a DS for microbiology education with a biotechnological focus. Articles were collected through searches on Google Scholar and Scielo, as well as a mapping of papers published at the National Meeting on Research in Science Education (ENPEC) to understand these aspects. In this context, articles and papers published between 2009 and 2023 were mapped and reviewed. The mapping and review found 14 articles and five papers published at ENPEC. The articles and papers were analyzed using Discourse Textual Analysis (DTA). This approach analyzed the following aspects: 1. Duration of the DS; 2. Thematic/content covered; 3. Relationship of didactic strategies to the proposed objectives, 4. The evaluative model used in the DSs, and 5. Presence of the perspective of Science, Technology, and Society (STS) and Science, Technology, Society, and Environment (STSE). Among the analyzed articles, the duration of the DSs, strategies used, and evaluative methods remain implicit, even in more recently published articles, highlighting the need for greater rigor in developing and structuring teaching plans in the form of DSs. These three categories are interconnected because the development of DSs needs to be based on thorough planning. It was observed that the evaluative model used in the analyzed articles and papers needs help in assessing attitudinal and procedural aspects, as a significant portion of the documents analyzed primarily focus on conceptual evaluation. Although there has been an increase in the number of studies conducted in recent years, particularly in the last three years, research on implementing strategies in teaching microbiology-based biotechnology through DSs still needs to be expanded. In this context, in the analysis of articles and ENPEC papers, DSs are important tools in the teaching and learning process due to the variety of didactic strategies that help students grasp the content. Furthermore, these sequences promote methodological and evaluative innovations that benefit education, requiring resilience and curiosity from teachers in their implementation. In this way, they provide an organized framework for exploring biotechnology concepts and practices, enabling students to engage in learning actively, fostering the expansion of students' critical thinking, and establishing an inquiry-based education, thereby reducing the use of traditional lectures and banking models of teaching, which aim to "transmit" knowledge.