Alfabetização Biológica em sequências didáticas: revisão sistemática de literatura da produção brasileira em Língua Portuguesa (2000 - 2022)

Abstract

This systematic review aims to map the characteristics associated with Biological Literacy in didactic sequences within the context of primary and secondary education in Brazil (2000–2022). Eligibility criteria were defined based on language, publication type, and level of education, and the sources of information included the CAPES Journals Portal and Google Scholar. The screening, selection, and analysis followed the PRISMA model, resulting in 53 studies. The results highlight a predominance of research on Scientific Literacy applied to Biology, focusing on topics related to the Fundamentals of Biology and Environment and Sustainability, which were more frequently addressed in the upper grades of Elementary School and in High School. Despite the progress made over the last two decades, limitations such as thematic dispersion and low representation in Early Childhood Education were identified. This review provides a basis for improving curricula and pedagogical practices, underscoring the importance of Biological Literacy in addressing contemporary environmental, health, and social challenges.