Biochemistry Teaching and Pedagogical Practice: Reflections on the problems related to the Teaching-Learning process explored in national and foreign studies (2010-2019)

Abstract

This study aimed to analyze and reflect on the main issues related to the teaching-learning process of Biochemistry, based on publications made between 2010 and 2019. Adopting a mixed approach, combining qualitative and quantitative techniques for data collection and analysis. The methodological design was based on an integrative literature review, organized into three main stages: a) Construction of the research corpus; b) Definition of variables, organization and systematization of information; c) Data analysis using descriptive (AED) and Implicit Statistical Analysis (ISA). The results revealed that both national and foreign research emphasized the descriptors “Content-method” and “Teaching resources”. Foreign publications stood out for their approach to curricular issues, while national publications focused on students. The topic of teacher training was less discussed in research, receiving a little more attention in the national context. Regarding the level of education, Brazilian research maintained a balance between Basic Education and Undergraduate Studies, while foreign research focused on Undergraduate Studies. Postgraduate studies were explored little in both contexts, revealing a gap in production dedicated to teaching Biochemistry. Finally, the study identified convergences and divergences between the different research contexts analyzed. The approach to internal aspects of the Biochemistry teaching-learning process stands out, suggesting alternatives to overcome common difficulties in this process. Furthermore, gaps in teacher training and postgraduate research are highlighted, which raises reflections on the training of teachers who work in undergraduate courses, especially in undergraduate courses, and its impact on Basic Education.