Basic education students perception on the use of cadaveric parts in practical classes

  • Bruno Carlos Souza de Oliveira Federal University of Pernambuco
  • Maria de Fátima Galdino da Silveira Cava Federal University of Pernambuco
Keywords: Basic Education; Cadaveric Parts in Practical Classes.


INTRODUCTION: The Project entitled "Human Body: practice helping theory in school" is an extension project of the Federal University of Pernambuco, which allows a differentiated study of Sciences and Biology, at the elementary and high school level, for the grades that discuss the content of the human body, providing practical anatomy / physiology classes to partner public schools in the city of Recife. This study of the human organism centers on the student's critical eye and focuses on the perception of the body itself, feeling and understanding the structures, organs and systems, but at the school, they work a content in a very subjective way and countless times erroneous. Using the human corpse for study can arouse different emotions and feelings, in the view of bioethics; however, discussions about the advantages and disadvantages in the teaching of sciences that fosters Anatomy are constantly commented. In view of this and to enable understanding, respect and care for one's own body, as a living being through human fragility, carelessness and ignorance (BRASIL, 1998), it was proposed that students have practical classes with the cadaverous organs. AIM The present work aims to analyze the interest, difficulties and contribution of the corpse, in the process of teaching-learning from the students' perspective. MATERIAL AND METHODS: The project is divided into two moments, in the first moment the students visited the Department of Anatomy / UFPE and received the assistance of the participants (undergraduates in the areas of Medical and Biological Sciences), through the explanation and handling of the cadaverous pieces, anatomical structures; the second moment was the construction of anatomical models using alternative materials, at school. The research involved 77 students from one of the schools involved in the extension project, who answered a questionnaire adapted to the model by Almeida et al (2015), aiming to investigate the relevance of using the corpse and participation in the learning process. The questionnaire consisted of five questions that made it possible to identify the moral / social characteristics of the students and the interference in the right practice. RESULTS/CONCLUSION: Of the five questions asked, three point out relevant results for the conclusion of this work. They were: “Do you have a problem with cadaveric material?”; "Does your religion influence your conduct when handling a corpse?" and "Do you consider the use of the human body (cadaverous) indispensable for the study of anatomy?". Thus, it was found that in relation to the use of cadaverous material in practical classes, 92% of the students answered that they had no problems, but the strong odor and the difficult visualization of the structures made it hard to use them during the study. When religion was taken into account, 95% of the students responded that their religion did not interfere in practice with the cadaverous pieces. Finally, when asked about the use of the corpse to be indispensable for the study, 72% of the students answered that the use was important for knowledge of the human body. It is concluded, therefore, that elementary school students considered the study of the human body with natural organs interesting and important, using cadavers from the Anatomy department at UFPE.

How to Cite
de Oliveira, B. C., & da Silveira Cava, M. de F. (2021). Basic education students perception on the use of cadaveric parts in practical classes. Acta Scientiae Anatomica, 1(Suppl 2), 109-110. Retrieved from