O conceito de Alfabetização Biológica e sua abordagem em sequências didáticas: revisão sistemática de literatura das publicações brasileiras em Língua Portuguesa (2000-2022)

Abstract

This study presents a systematic literature review on Biological Literacy in teaching sequences for Basic Education, systematizing evidence on students’ cognitive and argumentative skills in publications from 2000 to 2022. Fifty-three articles in Portuguese were selected, with a focus on Biological and Scientific Literacy in Biology-related topics. The search sources were the CAPES journal portal and Google Scholar. Risk of bias was controlled through implementation of PRISMA guidelines, aiming at transparency and replicability. The teaching sequences mainly address organisms and environment, employing methodologies such as inquiry-based teaching, interdisciplinary approaches, and STSE/CTSA-oriented proposals. Limited by the absence of specific theoretical frameworks in the studies, the review identified challenges to consolidating a unified definition of Biological Literacy. At the pedagogical level, cognitive and argumentative skills are addressed, but in a restricted way: cognitive skills include activities such as hypothesis formulation and data analysis, yet there is a lack of detailed qualitative and quantitative assessment; argumentation is underexplored from a qualitative perspective, as few studies investigate its development. The findings indicate that research currently prioritizes conceptual understanding over cognitive and argumentative skills, underscoring the need for more robust models of Biological Literacy.