As influências das metodologias ativas para o ensino de Citologia na Educação Básica.

Abstract

This study is inserted in the perspective of tool articulations that mobilize students to seek and build knowledge, with the teacher's mediation in this process and no longer as the sole source of knowledge and information. However, the aim of this study was to analyze the perceptions of high school students concomitantly with the technician of the Federal Institute of Pernambuco about the cytology contents from a pedagogical intervention with active methodologies about the subject. The research was conducted at the Federal Institute of Education, Science and Technology (IFPE, Recife campus) with the participation of students from the institution. Data were collected from a students' socioeconomic questionnaire and their perspectives on biology content and teaching, in parallel with a pedagogical intervention, using conceptual maps as a tool in the cytology content teaching-learning process. For the statistical analysis of the results, the Bioestat® 5.3 program was used, evaluating the data obtained using the Chi-square test (p <0.05) and performing a descriptive analysis of the collected data. The results point out that there are considerable levels of difficulty linked to biology content and that different tools are needed to reduce these difficulties and that and more students be able to apply certain content at some point in their lives, especially in everyday matters, as well, as they point out that the use of active methodologies in the teaching-learning process help to minimize such difficulties.