Canções autorais como metodologia ativa no ensino de biociências

um relato de experiência em biologia molecular

Abstract

This article presents an experience report on the use of original songs as an active learning methodology in the teaching of biosciences, specifically molecular biology. The activity took place in August 2025 with first-semester undergraduate students enrolled in the Biomedical Sciences program at UFRJ. It was implemented within a course entitled Macromolecular Biochemistry, during its first 30-hour module on Molecular Biology. Over the course of four hours, students were organized into groups and engaged in stages that included: (i) selecting key terms, (ii) composing rhymed poems, (iii) transforming the poems into song lyrics, (iv) brief rehearsal, and (v) collective performances for their peers. As a result, seven songs were produced—four original compositions and three parodies—addressing concepts related to DNA, RNA, chromatin, replication, transcription, translation, genome, and transcriptome. Significant levels of engagement, joy, and affective involvement were observed, although some groups faced challenges during musical composition. This integration of science and art contributed to the intended goals, namely: placing students at the center of the teaching–learning process, supporting concept memorization and content retention, fostering “pleasure activism,” and strengthening emotional bonds. The report highlights the potential of music as a pedagogical resource to promote meaningful learning in biosciences, combining youth protagonism, playfulness, critical thinking, and affectivity within the educational process.