Given that traditional methodologies in virus teaching often spark little interest among High School students, this research aimed at the development of a dynamic and innovative methodological approach to teaching virus content through science fiction associated with active methodologies, in order to make learning more attractive and comprehensible to students. For this purpose, an experimental and qualitative approach was adopted with 20 second-year High School students from the Federal Institute of Education, Science, and Technology of Ceará. Initially, participants watched an 18-minute fictional video, accompanied by a dynamic questionnaire on the main concepts taught in virology addressed in a fictitious context. Subsequently, the students' perception of the use of the produced material was assessed through a second questionnaire. The results indicated a high rate of correct answers in the first questionnaire, while the responses obtained with the second questionnaire revealed that the strategy of content presentation based on elements of science fiction was positively evaluated by 95% of the participants. The students' comments showed a preference for the adopted teaching technique, in contrast with conventional teaching methods, corroborating the inference that the dynamic approach was effective in arousing interest, promoting understanding, and making learning more engaging.
