The context of Education in Brazil has faced significant changes, especially with the reform of the New Secondary Education that introduced books by area of knowledge. In this scenario, this approach has led to gaps and lags in important topics, especially in the area of Biology. This study arises as a response to this problem, with a view to creating a textbook to complement scientific concepts related to the chemistry of life, specifically in the first year of New Brazilian High School. The methodology used involved a theoretical approach, anchored in a bibliographic review, with descriptive classification and a qualitative approach. The main data collection method was document analysis, carried out in four distinct stages. Firstly, the didactic collection National Textbook Program - PNLD of 2021 adopted by the educational institution in question was examined. Then, the contents that would make up the paradidactic book were selected. Subsequently, the paradidactic book was developed and, finally, after submission and consideration of the CEP with protocol 6.098.821, a pilot test was conducted with the prototype in an elective class in the first year of High School. The results revealed gaps in the textbooks analyzed, where content related to the chemistry of life is being neglected. The paradidactic book produced, after revisions and incorporation of suggestions from specialist teachers, was tested in the Biology in focus elective with the participation of 30 first-year High School students. The questionnaire on the chemical composition of life, applied before and after using the aid, showed an increase in correct answers after using the material. The effectiveness of the educational book was also evaluated through a quiz, carried out using the Kahoot platform. The results indicated a superior performance of the class after reading the prototype. Finally, it was possible to see that the proposal to fill the gaps identified in the textbooks and promote more comprehensive and meaningful learning for students was achieved. In view of the above, it is suggested that the textbook can help in a complementary way to build knowledge in Molecular Biology.

Brazil has one of the greatest plant diversities in the world, many of which have healing properties for various illnesses. Knowledge about these plants needs to be further explored for proper use. This research aimed to produce and apply a didactic sequence involving the use of so-called medicinal plants. The methodology primarily focused on developing investigative teaching in botany, emphasizing the bioprospecting of forest-derived products with high school students. The study was quantitative and began with the creation of problem situations that led students to research the use of medicinal plants, complementing their prior knowledge. Students then applied a structured questionnaire to identify the main groups of plants used for therapeutic purposes in communities living in the Araripe National Forest and its surroundings. After administering the questionnaire and tabulating the data, parts of plants were collected from the Araripe National Forest area for the extraction of essential oils and other plant extracts, to understand their therapeutic properties through antimicrobial activity testing via disk diffusion and potential secondary metabolites produced. To awaken students to the potential of the biodiversity in the Araripe National Forest through investigative teaching is the outcome of this work. It is presented through a didactic sequence involving field and laboratory classes, enabling the creation and dissemination via a creative and functional tool such as social media networks.

The content of Cellular Biology is considered a part of Biology that is difficult to understand given its abstract nature of essential concepts. Understanding how a being with thousands of cells is formed from a single cell, with different functions, organizations and morphologies, becomes a challenge in the school environment, especially taking into account the poor infrastructure of most public schools. The search for strategic actions that stimulate student action and protagonism finds in active methodologies an opportunity to whet students' thirst for knowledge. The objective of this work is to present a critical pedagogical practice for teaching Cell Biology. As a methodology, the model of rotation through learning stations was used, which includes several alternative activities with scientific and technological innovations and which contributes to the student's protagonism, as well as to collaborative and therefore inclusive work between students. Based on data collection, carried out through semi-structured questionnaires, it was possible to observe that cell biology content brings challenges related to its understanding, but by implementing a methodology that encourages autonomy, problem solving and considers the diversity of learning styles , adapting to the individual needs of students, transforms the teaching-learning process into a stimulating and efficient journey. And this not only increases understanding, but also fosters an inclusive and motivating environment.

Constitutionally, education is everyone's right, and its guarantee is the duty of the state and the family, aiming at the full development of the person, their preparation for the exercise of citizenship and their training for the world of work. The Law of Guidelines and Bases for National Education states that it is the duty of the state to provide quality public school education free of charge, from pre-school to high school, with the guarantee of specialized educational care for students with disabilities, global development disorders and high abilities or giftedness, at all levels, stages and modalities, preferably in the regular school network. Of course, recognizing differences and cognitive particularities is a necessary prerequisite for making an inclusive school a reality, and methodologies such as Didactic Sequences (DS) are a tool in educational work, covering various aspects of learning and the development of inclusion and collaborative work, depending on the objectives to be achieved. To this end, this research aimed to build and apply a DS on cytology with classes of typical and atypical students in the 1st and 2nd grades of secondary school.The specific objectives were: to develop pedagogical activities considering the level of educational need identified in students with autism; to systematize activities with pedagogical accessibility on cytology for autistic and non-autistic students; to verify the potential of the proposed activities for inclusive work and, finally, to stimulate collaborative work and mutual learning between typical students and students with ASD. The methodological approach is qualitative, exploratory and applied. To meet the proposed objectives, the DS was organized into five stages with different activities, with increasing levels of complexity, respecting the condition of the student with ASD.From this, it was possible to verify that the methodology used facilitated the understanding of the concepts related to the topic covered. In addition, we found that the strategy encouraged collaborative work, helping with the inclusion and effective participation of students with ASD. Therefore, it is possible to infer that the DS enhanced the protagonism and autonomy of students with or without specific educational needs and stimulated inclusive and collaborative work, thus achieving the objectives initially proposed, which was the production and application of a DS with pedagogical accessibility on cytology.

Methodological resources are routinely needed that can assist the teacher in the teaching and learning journey, using active methodologies and making the student the protagonist. In teaching botany, the use of a purely expository methodology ends up making the approach to concepts in a mechanized and decorative way, making classes boring and demotivating for teachers and students of basic education, which is why the didactic sequences, using practical activities, are tools that can allow engagement and enthusiasm in carrying out tasks that allow meaningful learning. Therefore, this work proposed the creation of a virtual booklet that brings together methodological strategies for experimental practices, which will assist the teaching of botany in high school. The methodology used was action research, with the target audience being 20 students in the 2nd year of high school at Escola Estadual Monsenhor Honório, located in the city of Pendências-RN, allocated to the 6th DIREC. Conversation circles and survey questionnaires were initially applied in order to delimit the students' main difficulties on the topic. Subsequently, the practices were planned, applied and evaluated by the teacher and students through questionnaires and discussions at the end of each methodology applied in class. Given the difficulties presented during the evaluation of the survey questionnaire, the practical activities took place through problem situations that required the creativity and autonomy of the class to solve them. Finally, a total of 3 practical classes constitute an online Interactive Booklet, available through Google sites.

The present work aimed to provide an approach to environmental themes at school, specifically the theme of ocean preservation, with the aim of promoting environmental education in the classroom, through the application of a didactic sequence composed of active methodologies and with this promote student leadership in addressing this topic. To this end, a methodology based on a theoretical framework on the topic and research with qualitative and quantitative purposes was followed, which involved the application of questionnaires with students, before and after the application of the didactic sequence, and also with teachers from the State School. of Professional Education Pedro de Queiroz Lima, located in the municipality of Beberibe, Ceará. The didactic sequence had a methodological basis that aims to bring the student, the topic and their region closer together, a sequence of work that, through active activities such as problem-based learning (PBL) and team learning (TBL), in addition to encouraging investigative principles, starting from the perspective of understanding your environmental reality and proposing solutions for this. As a result of this, we obtained a collection of proposals prepared by students for the environmental problems encountered. As a general result of the analysis of the questionnaires, before applying the didactic sequence, a portion of the students (61.5%) knew the topic, as the teacher had already covered it in the classroom, while the results after applying the didactic sequence showed that, as to the students' learning process, all (100%) considered that they had learned about the topic in order to pass on the content to a colleague. The research with teachers demonstrated that some of them addressed environmental topics in the classroom, however few about oceans and without the use of active methodologies such as PBL and TBL. Finally, it is considered fundamental to approach environmental issues in the classroom, in order to build a society that values socio-environmental responsibility and that this work must be done based on learning methods in which students are protagonists in the teaching – learning process.

The objective of the study was to develop an interactive booklet with an itinerary for visiting the Barra do Jardim Museum of Natural Sciences and History (MCNHBJ), in Jardim-CE, as teaching support for Biological Evolution classes, with an emphasis on local Paleontology. The research sought to create an appreciation for paleontological study, through a direction that brought students closer to scientific investigation through the use of playfulness in the Booklets and their application in non-formal educational spaces, at MCNHBJ. The booklet, together with the interaction in the museum, had the purpose of encouraging students to expand their horizons of knowledge, helping them to take a leading role in the learning process. The methodology for preparing and applying the booklet included the following steps: Step 01: Analysis of the Biological Evolution content in the curricular matrix for high school with the objective of verifying which year/grade best suits the TCM product; Step 02: Choosing the target audience; Stage 03: Production of the booklet and Educational Product (with games and challenges) and the Insert for the teacher (with game templates and answers; questionnaire and evaluation form, both used to support the guided tour); Step 04: Application of the didactic sequence to evaluate the booklet’s efficiency. This didactic sequence was planned for three distinct and sequential moments: (1) Pre-visit activities to the Museum; (2) Visit to the Museum; (3) Post-visit activity at the Museum. The questionnaire was administered to the students before and after the didactic sequence was carried out, in order to validate it as a teaching aid. The data measured that the Booklet was effective in acquiring knowledge and that, therefore, it can be considered a valid teaching resource for use by teachers. The questionnaires were administered in printed form and consisted of 16 questions and addressed topics contained in the booklet. 40 students from the 2nd and 3rd year classes of Full-Time High School at Escola Governador Adauto Bezerra, Jardim-CE participated in the study. It is worth highlighting that the didactic exchanges during the implementation of the Methodology and Analysis of Results were fundamental for the final development of the Booklet, with the direct and indirect contribution of students to its improvement, from the search for a language closer to the public- target, up to the creation of visual identification with the characters in the teaching material. In short, one can reflect on the importance of non-formal spaces in education, as well as the development of pedagogical practices that encourage investigative protagonism in students, especially in relation to Paleontology. The Booklet seeks to assist the teacher, as a mediator of knowledge, in the daily challenge of developing didactic mechanisms that guide students through curiosity and learning. Therefore, there is a need to work on this Guide from a global perspective, but without abandoning the paleontological singularities of each region, adapting it to the differences. Faced with this reality, the study of local paleontology, through the booklet, becomes essential, as it promotes the development of scientific awareness of preservation in students and conservation of archaeological remains.

The teaching practice has its difficulties, many of them common to all areas of knowledge and others more specific to each one. These can be related to a professional career, such as devaluation, lack of continuing education and double working hours, as well as related to teaching in the classroom, such as lack of resources, insufficient workload, contents with a high degree of abstraction, lack of student interest, etc. The teaching of Biology is no different, there are countless difficulties experienced by teachers in the area that hinder the teaching-learning process of this discipline. Therefore, it is clear the need for dynamic, interactive, and investigative classes that make the student protagonist in the construction of their own knowledge and facilitating a greater use in the teaching-learning process. In this way, we thought of producing a didactic sequence (SD), of the subject that the high school Biology teachers of the 14th DIREC of the State of Rio Grande do Norte exposed, in previous diagnostic research, to have more difficulties to teach, using methodologies (AM) based on the difficulties cited by them. The diagnostic research will be developed through a structured questionnaire with effective or temporary teachers of Biology, from schools that are part of the 14th Regional Board of Education and Culture - DIREC, in the State of Rio Grande do Norte. For the planning and production of the DS, the analysis of the diagnostic research data will be based on, which will allow the choice of the biology subject that will be most cited by the professors in the area as being the most difficult to teach and to succeed in the teaching process-learning, as well as the choice of active methodologies that aim to remedy the causes/reasons evidenced in the research results and that can include teaching by investigation. The evaluation of the effectiveness of the SD in learning the content, as well as the teaching methodologies, will be done through the application of an evaluation questionnaire with the students.

Genetic Engineering belongs to the vast universe of New Biology, and its applications stand out in agriculture, livestock, industry, food, health, among others. When transformed into a teaching object, as it is often something abstract, with specific terms, it ends up limiting the construction of knowledge and distancing itself from what the National Common Curricular Base (BNCC) recommends. To overcome these difficulties, the Biology Teacher can use active teaching-learning methodologies as strategies, and congruent with this perspective, this work aimed to produce and evaluate the gameplay of a Role Playing Game (RPG) with Engineering content. Genetics and Bioethics, aimed at high school students from the public school system in Fortaleza-CE. As a result, the game was titled “Cyber-Gen” and is a pocket RPG that includes 33 cards containing the plot and riddles related to knowledge in Genetic Engineering. Around 13 students from the 3rd year of high school at EEM General Murilo Borges Moreira, located in the Vincente Pinzon neighborhood in Fortaleza-CE, participated in the workshop. For the application and evaluation of the game, 7 students were present for the RPG session and were subjected to two evaluation questionnaires, the first was applied before the theoretical approach of the workshop and referred to the students' prior knowledge about Genetic Engineering, and the The second questionnaire was administered at the end of the workshop after playing the RPG game “Cyber-Gen”, both were created and interpreted using the Google Forms tool. Among the various results raised from the analysis of the questionnaires, is that teaching in Genetics needs to go beyond Mendelian Inheritance and address the new technologies present in society today, and also that students are even more interested and motivated by classes more gamified, dynamic and in which they can express their opinions in the form of debates. The material produced is a teaching resource that assists Biology Teachers when teaching Genetic Engineering content. Finally, when using “Cyber-Gen” the construction of knowledge will be immersive, attractive, collaborative and investigative, making learning meaningful and stimulating learning.

An important and meaninful topic which has been worked in biology classes are the sexually transmitted infections (STIs) by the fact of causing serious conseguences for the health, for the economy and for the Society in several countries, specially, for affecting a large number of people with reproductive age. The introduction of digital information and communication tecnhologies is necessary to optimize the teaching learning process, because through them it is possible to develop new Technologies for the biology teaching. within this context, the work aimed to create an app with information, in a contextualized and creative way, as digital teaching resource, for helping biology teachers and students from the high school teaching in the learning process on some sexually transmitted infection (STIs): AIDS, Syphilis, Trichomoniasis and herpes, by showing its clinical manifestations, ways of transmittion and prevention, treatment and prognosis. The methodology used in the resource was based on a quali quantitative study in which was developed an educational app by the researcher teacher, and it is available for download in the app store play store, it can be used without internet connection. For the work development, the following steps were carry out: app development; development of investigative activities; application of activities in the classroom and, finally, the application of a questionnaire with questions about the contribution of the app in the teaching learning process on the STIs worked. Quantitative aspects were analyzed from collected data and supported by theoretical arguments. They have shown that the app can be able to arouse the curiosity and interest of students, being a motivating tool for student´s learning, which can be integrated, as a teaching resource, the active methodology, because it has a dinamic and interective interface by contributing in a meaningul way to the learning.

Cordel literature is characterized as a resource of great value for the dissemination and propagation of the cultural identity of a people. This resource can become an ally of the teacher in the classroom to work on scientific knowledge, thus contributing to making teaching more playful and closer to the reality of the student's cultural context. From the observations made in daily life in Biology classes at full time high school São Pedro, it was noticed that the students felt very difficult to learn scientific terms of Biology. These terms are a reason for error in most Biology questions in entrance exams and ENEM. In order to improve students' understanding of these terms, the present study aimed to develop cordéis as a didactic resource to work on Cytology content. The study has a qualitative research methodological approach and was developed with students from EEMTI São Pedro, located in the city of Caririaçu-CE. Twenty-five (25) students participated in the study, who were attending the 1st, 2nd or 3rd grade of high school. The production and application of cordels was done through didactic sequences addressing the following topics: what is cordel literature, its history and its

Genetics stands out among the biological sciences as a field in continuous expansion and increasing visibility. However, the understanding of genetic processes depends on foundations, but is often neglected and/or approached ineffectively at school, which produces a superficial assimilation of scientific concepts by students. Among the challenges that arise in the process of teaching Genetics are the complexity of terms and the abstract way in which they are worked, the involvement of mathematics and the excess of lectures held. In this way, materials with new teaching strategies for teachers in the face of their needs so that they work in a more playful way and the use of methodological alternatives are ways to demystify the teaching of Genetics as a difficult subject to be learned/taught. Reviewing and renewing pedagogical practices are fundamental attitudes for student development, as they contribute decisively to quality teaching. Based on the principle of innovating and perfecting new teaching strategies, this work aims to develop a new DNA-EVOLUTIO educational software as a differentiated methodology for working on Genetics in high school, aimed at allowing effective learning and providing more attractive, interactive classes and dynamics, making teaching and learning more meaningful. The use of digital information and communication technologies (DICT) brings new contours to the reality of teaching and learning.

Lecture is not enough to meet the needs of teaching and the search for new methodologies become increasingly necessary to enable an active participation of the student in the proposed activities. Teaching by inquiry is a strategy that allows the student to observe, question and understand, through problem situations, the content worked in the classroom. This method allows an active participation of the student in the teaching-learning process. The objective of the work was to create a booklet as support material in the discipline of biology, facilitating the approach of subjects in the areas of cellular, molecular and microbiology biology, from the perspective of investigative teaching, contributing to scientific literacy. The methodology also contributes to the development of skills that facilitate learning, allowing the formation of critical subjects. The booklet was made available to graduates and masters of ProfBio/UERN, for evaluation of the product, and the booklet classes were applied together with students from scholl E. E. E. P. Professor Maria Célia Pinheiro Falcão for validation. The results show that teachers know the scientific method, investigative activities and some already apply them in classes, but there are barriers that make it difficult to plan and execute these activities, such as the little time for planning, lack of place and teaching material, these are some of them, of teachers' reports. Students who actively participated in classes and demonstrated confidence and rated the classes as more participatory and “cool”. We can conclude that working on investigative teaching in the classroom encourages students to identify problems in their daily lives, being able to apply the steps of the scientific method, doing research, raising hypotheses, testing and contributing to the improvement of society. Taking the student to know the scientific method allows an understanding and appropriation of scientific culture, understanding the idea and technological concepts so that they can do science. Finally, it is expected that students can take ownership of scientific processes, facilitating their understanding of the methods used in Science.

The didactic sequence is a tool that can be used in the daily life of the classroom. class to facilitate the moments that precede it, thus promoting a better use of the teacher time for planning. There are at least 3 major difficulties in elaboration of expository classes in the teaching of botany, they are: the nomenclatures used in botany books are sometimes techniques and in the Latin language, which, in everyday life, makes it difficult to understanding; for the same phenomenon in botany there are several names; the educational basis of students often did not address the topic, causing them to reach high school with primary understanding. The present work has as general objective to build this tool to assist in the teaching of plant morphology, inserted in the content of botany, proposing an activity that teachers and students can understand in a more practical way the addressed content. Its specific objectives are divided into: investigating types of classes dynamics already available on the internet on plant morphology and to elaborate an activity of plant morphology that promotes greater investigation and student protagonism. Through a methodology of a bibliographic nature, of an exploratory nature and of literary review, based on from which a didactic sequence will be sought and built in order to improve the students' understanding of the subject. After the bibliographic research about the plant morphology, a didactic sequence was elaborated with the objective of protagonism of the student in learning. The didactic sequence constructed proposes that the students divide themselves into six groups, each group will address a specific plant organ - root, stem, leaf, seed, flower and fruit – students will produce a mural with the vegetative organ drawn and create a video short-term on the importance of plants, this should also talk about the morphology of the plant organ corresponding to its group, analyzing the anatomy, and describing the functions of each organ. It is also suggested to take a practical class in the laboratory or classroom, where students will be able to know and review each element of plant morphology and its function through specimen samples. This sequence is expected to improve the understanding of the students on the subject, since it proposes to place the student as a center of your learning, bringing an audiovisual tool as a way of encouraging this study.

Cell Biology assumes an important role within the teaching of Biology, as it addresses topics that are essential for the understanding of other contents and the conceptual basis for understanding phenomena related to life, but the approach to this topic encounters several didactic obstacles, such as abstract concepts. , scientific terms and complex language, making it difficult for students to understand. The objective of the work was to produce a manual of didactic sequences that constitutes pedagogical support for the high school teacher in the teaching of Cell Biology in the perspective of an effective learning. Six (6) didactic sequences were elaborated, taking into account the protagonism of the students, proposing activities in groups, practical classes, problem situation, guiding questions, construction of didactic models, games, since playfulness can provide the link between the student and the knowledge. The dynamism caused by the use of various teaching resources promotes greater involvement of students in teaching and learning.

In the teaching of Biology, the understanding of biological evolution is fundamental, but, unfortunately, it does not receive the due importance. Some challenges permeate the theme, when it comes to teaching and learning: the misunderstanding of the content, the scarcity of material, the approach in text books, the students lack of interest and the conflict with religious dogma. In addition to being the integrating axis of Biological Sciences, this theme allows the student to develop many skills and competences, being essential to teach it in its entirety. This work aimed to develop a computer game as an educational tool for the improvement of learning. This game is completely free of charge, and includes activities with potential to contribute to a greater motivation in the teaching of Biological Evolution, enabling more dynamic classes, further facilitating the understanding of the study of the main evolutionary evidences. The application of the game resulted in a better understanding of key evolutionary evidence. In addition, the game boosted the following investigative questions: Since evolution is supported by several evidences that support the idea that species undergo changes over geological time, what are these processes? What is the contribution of this evidence to the study of biological evolution? Using the game as an ally of educational practices, activities were developed with greater motivation and understanding of themes involving the area of evolution

Didactic games are methodological tools that seek space in schools with the education of teachers and students, streamlining teaching and learning processes. However, many schools do not provide this tool or they are in poor condition. The present work aimed to build an educational game produced and evaluated by high school students at Escola Estadual Professor Daniel Gurgel, located in the municipality of Janduís/RN. This was made by the students of the 3rd grade senior, after carrying out an activity in the team, students in a team, were instigated to suggest proposals of games, and from suggestions, it was collectively elaborated, definitive model. A low financial cost, easy use and access to materials were prioritized. At the end, the participants answered a question in order to investigate the experience of making an educational resource. To test it, three 2nd sophomore´s groups received, at random, divergent treatments, distributed as follows: 1st. Approaching the theme only with an expository class; 2nd. Approaching the theme using only the previous game made; 3rd. Approaching the topic with an expository class and the game. The impact of the methodologies was investigated comparing the students' responses with the same questionnaire applied before and after the mentioned activities . In the classes that used the game, an additional questionnaire was used to evaluate this experience and collect suggestions in order to improve the resource. The results obtained found that when producing a didactic resource, students are contemplated with several benefits that puts them in the protagonists position their own learning. The best treatment is when there is an association of the expository class with the differential, when using methodological strategies different from traditional classes, the class becomes more participatory and attractive. As In this sense, the relevance of the insertion educational ludic tools in classroom it became evident, mediated by an educator, to enhance the teaching-learning process.

Today's society demands new skills and competences for citizen education such as digital communication, teamwork, critical thinking, creativity and problem-solving skills, mastery of digital technologies, and others. In the disciplines of Science and Biology, the contents are approached in an expository and theoretical way, which makes it impossible to have a contextualized contact between the object of study, scientific knowledge and the reality of the students. To this end, the school and teachers face new challenges: to build spaces and strategies for innovative, dynamic, lively and active teaching and learning. And given these new needs, educational strategies mediated by technologies and active methodologies emerge, which are premised on the articulation of theory with practice, reality and contextualization, with the objective of making the student protagonist of their development and construction of your knowledge. The present study had as objective the construction of a Didactic Guide for the teaching of Genetics, Cell Biology and Molecular Biology, whose focus is to provide practical orientation for Biology teachers of High School, constituting itself as a possible guiding tool for the application and analysis of investigative activities in biology classes, contributing to the understanding of the contents and improvement. Its target audience is 1st and 3rd year high school students. In order to improve it, the guide was sent to 30 High School Biology teachers, among students and former students of the Professional Master's Program in Biology - PROFBIO, so that they could evaluate by answering a questionnaire composed of objective and subjective questions through from Google Forms, focusing on: “Feasibility of the Didactic Guide for application in genetics and molecular biology classes”. The result was, in general, the didactic sequences are clear and very viable for application, easy to use in classes and inclusive. We can conclude that the Didactic Guide presents itself as an important auxiliary instrument, together with the teachers, with diversified active methodologies, where the student is the protagonist of his learning, with the teacher stimulating curiosity and giving autonomy to the student, where the investigation is the solving problems arising from investigative practices or even from their daily lives, based on collaborative learning.

This work approaches the technological use combined with studies on the caatinga biome and environmental education based on a virtual didactic ecological trail. It is known that the understanding of environmental education provides a great advance in knowledge and in the interaction between man and the environment, but with the constant technoloical advance, new alternatives are necessary to make the teaching of biology more attractive to the student, thus approaching the classroom of your reality. Just as the use of new strategies makes the Search for knowledge more attractive, equally importante is the knowledge, on the parto f teachers, of the contents covered in textbooks so that They can Always keep up to date, as well as complemente their classes with information that luck end up being forgotten in textbooks. The presente work aimed to produce a virtual ecological trail in which students can Walk and recognize common terms of the ecology and environmental aspects of the Caatinga using a compute ror cell phone, thus making the class more dynamic and interactive. An analysis of the textbooks of regular high school and new high school was also carried out to know how the caatinga biome is portrayed in these collections. In addition, the work contains a didactic sequence to be Applied in the caatinga biome. As a result, we found that, even with the change of curriculum, the caatinga biome is still represented with little information, conveying the idea of a poor, drybiome, with little biodiversity of fauna and flora. We can conclude that although the textbook is still the most common resource used by teachers, the use of a virtual trai lis necessary to overcome some problems found in face-to-face trails and also that there has not been Much change in terms of contente about the caatinga with the implementation of the new high school