Ludicidade como estratégia didática no processo de ensino-aprendizagem em bioquímica: perspectiva sob olhar docente

Classroom plays make the teaching-learning process more dynamic and few studies about biochemistry teaching at higher education using games are published. This work aimed to know the perspectives of teachers regarding games to understand biochemistry. The methodology followed qualitative bias with an interview with eight biochemistry teachers in the Biological Science, Health Science, and Agrarian Science courses from Higher Education Institutions recognized by the Ministry of Education. Four teachers did not know games as a teaching tool. However, the teachers who used educational games report improvement in the understanding of students and greater participation becoming the process playful. Therefore, are necessary more investment in products and methods to facilitate teaching-learning. Games are important to make feasible biochemistry teaching more playful.