A aplicação de tics no ensino de biologia por investigação com temas em saúde: uma análise bibliográfica (2020-2024)

Abstract

The following study is a review focused on the relationship between Information and Communication Technologies (ICTs) and inquiry-based teaching, specifically regarding the development of activities aimed at education and health. Inquiry-based teaching emerges as a way to challenge the current educational model, promoting students' protagonism in the knowledge construction process and fostering critical individual thinking. By placing the student at the center of the knowledge construction process, we break with traditionalist approaches, enabling them to explore knowledge through reflective and applied practices. Moreover, ICTs stand out as a resource that enhances the learning environment, making it more dynamic, interactive, and collaborative. This fosters greater access to information and student engagement. For this research, a qualitative approach was used, combined with bibliographic research and document analysis, to examine pedagogical practices related to health education. Data collection was conducted in bibliographic databases from three key scientific publication platforms in the field of education in Brazil: the Revista de Investigação em Ensino de Ciências (IENCI), the Revista de Ensino de Biologia (SBEnBio), and the papers published in the 2nd and later the 3rd Encontro de Ensino de Ciências por Investigação (EnECI). The inclusion criterion was the year of publication, which had to be between 2020 and 2024, a period chosen due to the impact of the COVID-19 pandemic on the educational landscape. When analyzing the results, it is evident that inquiry-based teaching aligns remarkably with ICTs. This synergy fosters the development of socio-emotional skills and critical thinking, turning students into active agents in the construction and socialization of scientific knowledge, thereby redefining what is learned in formal educational environments. However, it is crucial to highlight existing challenges, the most significant being limited access to technology for both teachers and students, as well as insufficient investment in teachers’ continuous professional development. Improving teacher training has a direct impact on students, whether in simpler aspects or more complex ones. For ICTs and inquiry-based teaching to be truly effective in our current educational system, it is essential to revisit public education policies, particularly regarding individualized pedagogical planning centered on inclusion.