Guia didático sobre a Olimpíada Brasileira de Biologia (OBB): implicações para o conhecimento e engajamento de professores de biologia de Catalão-GO

Abstract

This study investigated whether an educational product, in the form of a teaching guide about the Brazilian Biology Olympiad (OBB), could impact the knowledge and engagement of some Biology teachers in the municipality of Catalão, GO, regarding participation in this competition. The mixed‑method research was developed in three phases: an initial survey with an online questionnaire; an intervention phase, in which the teaching guide was presented during in‑person and remote meetings, accompanied by research diary records; and a final evaluation using another online questionnaire. Eleven teachers participated in the initial phase, five remained in the subsequent phases, and five additional teachers joined the research, totaling 16 participants. The results indicate that, in the initial phase, most teachers had some knowledge about the OBB, but after the dissemination of the guide, 50% of them were able to promote their students’ participation. We found that effective participation still faces challenges such as lack of time, work overload, absence of institutional support, and students’ lack of interest. Therefore, we consider that the educational product contributed to clarifying information and supporting pedagogical practices, but its applicability requires coordination among teachers, school administrators, and public policies, so that participation in scientific Olympiads becomes a continuous practice, culturally integrated into schools.