INTEGRATION BETWEEN BIOLOGY AND STATISTICS IN BASIC EDUCATION IN THE LIGHT OF PROBLEM-BASED LEARNING: A NATIONAL SYSTEMATIC REVIEW

Abstract

This article sought to analyze how Problem-Based Learning (PBL) has been addressed in Brazilian academic production related to the teaching of Biology and Statistics in Basic Education, focusing on identifying trends, approaches, and research gaps. This qualitative study is bibliographic in nature and was conducted through a systematic mapping of the literature in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Theses and Dissertations Catalog, considering the period from 2015 to 2025. The selection process followed criteria adapted from the PRISMA protocol, resulting in a final portfolio of 30 analyzed studies. The results indicate that PBL has been predominantly applied in isolation either in Biology teaching, with no studies identified that simultaneously articulate these two areas in Basic Education under the PBL approach. It is concluded that, although advances have been made in adopting PBL as a pedagogical strategy, a significant gap remains regarding the integration between Biology and Statistics, highlighting the need for further research and didactic proposals that promote this articulation.