INQUIRY-BASED TEACHING AND ACTIVE METHODOLOGIES IN INITIAL TRAINING IN BIOLOGICAL SCIENCES AT THE FEDERAL UNIVERSITY OF RONDONÓPOLIS-,MT, IN ALIGNMENT WITH MINISTRY OF EDUCATION GUIDELINES AND SCHOOL REALITY

Abstract

Active methodologies and inquiry-based science teaching have assumed a central role in pedagogical mediation in Basic Education.This orientation of Resolution CNE/CP nº 4 of May 2024, concerning the National Curriculum Guidelines for undergraduate degrees in Biological Sciences, establishes the alignment of teacher training with the reality of Basic Education.Given this context, the objective of this research was to present the theoretical and methodological foundations of inquiry-based teaching and active methodologies through pedagogical workshops in the pedagogical mediation of a class in the third semester of 2026.2.The research is justified and supported by the guidelines of the National Common Curricular Base (BNCC),which establishes inquiry-based science teaching and active methodologies to promote pedagogical practices.The research problem was:Do pedagogical, didactic, and methodological knowledge regarding active methodologies and inquiry-based teaching in initial training in Biological Sciences favor their implementation in science classes in the final years of elementary school? The research methodology adopted a qualitative, exploratory approach and action-research procedures for data collection through semi-structured interviews with 24 research subjects enrolled in the Science Teaching Practice course about the object of knowledge. Data were analyzed using Bardin's content analysis methodology. A satisfactory increase in theoretical and methodological training was verified in students.In conclusion, it is essential in initial teacher training to foster professional knowledge regarding the didactic process of teaching these globally recognized methodologies.