Modelo didático: uma revisão bibliográfica acerca das contribuições e desafios para o ensino citologia

Abstract

Knowing the challenges surrounding the teaching and learning process in cytology education, it is necessary to innovate and create space for the use of active methodologies. Therefore, we sought to understand the diversity of teaching models presented in articles published in the Proceedings and E-Books of the National Education Congress (CONEDU), which are used in cytology education; to select articles using descriptors for data collection; to identify, among the selected articles, those that use teaching resources in cytology education; to discuss the positive and negative impacts of using teaching models for teaching cell division biology; and to identify, among the articles, those that present teaching models for the inclusion of students with special needs. Thus, this study investigates whether using teaching models facilitates students' understanding of cytology education. For this research, a bibliographic review of articles found in Annals and E-Books published in CONEDU, from 2014 to 2024, was conducted. A total of 131 articles were found, of which 24 were selected for analysis and full reading through content analysis. After reading and interpreting the excerpts, the following thematic context categories were identified: 1) Teaching and learning; 2) Knowledge construction; 3) Meaningful learning; 4) Low-cost production; 5) Overcoming difficult content; 6) Producing accessibility. The conclusion reached was that it is clear that teachers encounter difficulties in making cytology content and its abstract concepts more understandable. Therefore, it is clear that the use of didactic models contributes significantly to students' understanding of cytology teaching. Furthermore, the use of these models constitutes a positive strategy for fostering learning in this area and promoting accessibility.