Metodologia comparativa para o ensino de biologia: a utilização da linguagem comparativa dos desenhos

Abstract

Introduction: There are many challenges experienced by educators in exercising their profession, especially regarding their contribution to the teaching and learning process. Among such challenges, we can highlight the selection of methodologies used to build knowledge, which, in turn, they correspond to an important part of the fulfillment of the school purpose. In this sense, it is important to study the use of drawings in the teaching process, considering that the use of illustrative practices is very little used by teachers for teaching Biology contents. Objective: This work, therefore, emerged with the aim of comparatively analyzing the benefits associated with the use of drawings for the process of teaching biology in high school. Materials and methods: For that, a qualitative bibliographic methodology was used, based on the consultation of scientific publications present in digital platforms, such as Google Acadêmico and Scielo. Results: From the study, it was noted that visual language is a tool of great relevance to the teaching-learning process in Biology and can be used in different ways. Conclusion: It is therefore concluded that the use of drawing as a comparative teaching methodology should be encouraged.