POTENTIALITIES OF METHODOLOGICAL PLURALISM IN BACTERIOLOGY TEACHING

Abstract

This research had as its central theme the use of methodological pluralism in biology teaching. Given the need to consider the heterogeneity of students concerning their ways of learning, this research proposed the use of innovative, distinct, and plural methodological strategies. Thus, we sought to reveal how methodological pluralism can contribute to teaching in the area of microbiology, especially in the topic of bacteriology. The general objective was to evaluate the contributions and potential of methodological pluralism in teaching bacteriology. The research methodology involved a qualitative approach, to the case study type. In this context, a didactic pedagogical workshop was prepared, in which pedagogical practices relating to the topic of bacteria were developed. The workshop included the use of active methodologies, experimentation, and didactic models, using digital educational technologies. Data was obtained through pre-tests and post-tests, as well as the interpretative analysis of feedback using Bardin's Content Analysis (2016). Most students demonstrated broad interest and actively participated in the development of activities, leading the teaching-learning process and building knowledge collaboratively. Based on the analysis, it was noted the importance of constantly reinventing and innovating pedagogical practice, as well as current educational paradigms, introducing new practices and perspectives in teaching, based on methodological pluralism, arguing that variability in teaching methods enhances active and innovative practice.