Ensino integrado de biologia e estatística: potencialidades da metodologia aprendizagem baseada em problemas

Abstract

This study aims to analyze the potential of the Problem-Based Learning (PBL) teaching methodology for the integrated teaching of Biology and Statistics in Basic Education. This is a qualitative, bibliographic study based on the analysis of official curriculum documents and a systematic review of national and international literature. The investigation was organized into four main areas: (1) analysis of curriculum documents (PCNEM, PCN, OCEM, BNCC, and DCE-PR), focusing on guidelines that encourage the articulation between Biology, Statistics, and active methodologies; (2) theoretical deepening of Problem-Based Learning, considering its principles, foundations, and phases of application in the educational context; (3) systematic review of the national literature (in the BDTD and CAPES Thesis and Dissertation Catalog databases), using the PRISMA protocol; and (4) international bibliometric review (Scopus and Web of Science), with support from the Bibliometrix (R) package. The results reveal that, although curriculum documents emphasize the integration between Biology and Statistics, no studies were found in Brazilian Basic Education that simultaneously articulate these areas from the perspective of PBL. The few experiences that integrate PBL, Biology, and Statistics were found only at the international level, concentrated in higher education and without any link to national curriculum guidelines. Critical analysis of the sources enabled the identification of gaps and contributions in the literature, serving as the basis for the present proposal for teacher support material aimed at the construction of contextualized, investigative, and integrated pedagogical practices aligned with contemporary educational requirements. This material was submitted for validation by experts, who confirmed its clarity, applicability, and potential for replicability in different school contexts, ensuring its pedagogical and scientific relevance.