BEYOND THE SLIDES: A OVERVIEW OF DIVERSIFIED PEDAGOGICAL PRACTICES IN HISTOLOGY TEACHING

Abstract

Histology is the branch of Biology that studies the microscopic structure of biological tissues, analyzing their organization, composition, and functions in living organisms. This discipline is essential for understanding physiological and pathological processes, as well as the cellular interactions that sustain life. Included in the National Curriculum Parameters (PCNs) and the Common National Curriculum Base (BNCC), Histology emphasizes the relationship between structure and function and connects to health and environmental topics. Moreover, it is fundamental in the early stages of various higher education courses in the Biological and Health Sciences. However, its teaching remains predominantly visual and based on traditional approaches, with few studies analyzing these practices. Thus, this study aimed to investigate the contributions of papers published in the National Congress of Education (CONEDU) in the field of Histology. To achieve this, occurrences related to this topic were searched in the event's proceedings using the keyword "Histology." Subsequently, papers relevant to the theme were selected. Five CONEDU editions (2018–2023) were analyzed. The findings revealed that, out of the five (n=5) editions examined, only four (n=4) contained studies emphasizing Histology teaching, totaling eight papers. Among these, four (n=4) utilized digital audiovisual resources, three (n=3) employed didactic and paradidactic tools, and one (n=1) was a literature review. A diversification of methodological proposals was observed, with particular emphasis on two studies that explored students' tactile perception. Such practices can support the learning process of visually impaired students. Nevertheless, the total number of studies was considered scarce, highlighting the need to disseminate findings in the classroom to enhance pedagogical discussions and practices focused on Histology content.