Abstract:INTRODUCTION: Biochemistry is a basic discipline that propitiates a critic and reflexive formation of higher education students in the biological and health area. Biochemistry is an ample science that deals with complex and abstract issues, which are commonly difficult for the students to understand, and therefore contributes to high percentages of failure in the discipline. The objectives of the present study were to develop a teaching/learning methodology to minimize the difficulties regarding the understanding of the didactic contents, to explore the potentialities related to the application of these contents to the practice, and to facilitate the study of the protein structure and function in the discipline of biochemistry. METHODOLOGY: Aiming to introduce and contextualize the biochemistry concepts related to the protein structure and function, five strategies were proposed: the confection of bimolecular models made of low cost materials; the use of the body as a pedagogical tool aiming at the memorization of basic concepts; the development of a script for laboratorial procedures regarding reagent substances related to the day-to-day routine, including practical demonstration of the theoretical contents; the contextualization of the biochemistry in relation to the quotidian life of the student and his/her future professional practice; and the use of the internet as a complementary device of the teaching/learning process that was initiated at the classroom. The proposed methodology was applied to the 35 students of the second semester class of the graduation course of nursing. The results were evaluated based on the perception of the teacher and the answers given by the students in a questionnaire specifically designed for this study. RESULTS AND DISCUSSION: The time necessary to implement the strategies presented at methodology was 150 minutes. According to the teacher, the contents were taught in an easy manner and students were receptive and interested in the explanations. All the 18 students that answered the questionnaire praised the models designed to visually demonstrate the theoretical contents. Two students reported some difficulties related to the understanding of the contents even at the end of the procedures. Additional strategies can be used to correct this remaining deficit. FINAL CONSIDERATIONS: The methodology developed in this paper seems to be an appropriate proposal to assist the study of proteins and can be used as an additional alternative by biochemistry teachers. Different methodologies used for biochemistry teaching can contribute to better motivation and comprehension by students.