BIOINFORMATICS APPLIED IN BRAZILIAN HIGH SCHOOL EDUCATION: AN INTEGRATIVE LITERATURE REVIEW

Abstract

The transition to the twenty-first century requires Brazilian K–12 education to align pedagogical practices with technological innovation, particularly in abstract areas such as Genetics and Molecular Biology. Bioinformatics, an interdisciplinary field integrating biology, computer science, and statistics, emerges as a promising tool to reduce cognitive barriers and promote scientific and digital literacy through in silico simulations. This integrative literature review, based on Whittemore and Knafl’s (2005) framework, aims to map methodological strategies and pedagogical impacts of bioinformatics in Brazilian high school education. A systematic search conducted in Google Scholar and the CAPES Portal (2020–2026) identified 10 studies after rigorous screening, excluding peripheral approaches and higher education contexts.Findings are organized into three axes: (1) three-dimensional biomolecular modeling to reduce abstraction using platforms such as NCBI and OLATCG; (2) didactic transposition through active learning methodologies to increase student engagement; and (3) curricular integration fostering computational thinking through programming languages such as Python and Scratch. Reported outcomes include improved conceptual understanding, greater motivation, and alignment with STEM pathways.However, infrastructural limitations, the digital divide, and insufficient teacher training constrain scalability, underscoring the need for public policies to establish bioinformatics as a structural component of secondary education.