Teaching of Biological Sciences continues to prioritize oral exposure as a strategy in the classroom, even though teachers are aware that, in education, students can not be viewed as homogeneous. Unlike a predominantly teaching with lectures, I have questioned: does the variability of instructional strategies provide increased motivation and participation of students for study and learning Biology? To reflect on this issue, I sought to understand how students' motivation was affected by the diversification of teaching Biology activities. The method chosen was a qualitative approach through action research. The locus of the research was the Escola de Aplicação (School of Application) of the Universidade Federal do Pará (Federal University of Pará), in the city of Belém, due to its proposition of diversification and experimentation of educational activities. The subjects were six students graduating from high school. The survey was conducted in twenty- one (21) weekly meetings in the shift from the regular classes, in the period April to December 2012. Several subjects of Biology proposed by me as a teacher-researcher and/or requested by students were worked using various strategies such as recreational activities, movies, music, text, textbook, field activities, comics and oral presentation. There was dialogue with the authors that deal with these strategies as well as with González Rey theory of subjectivity to understand the subjective meanings of the participating students. In this study, I sought to highlight the perceptions of students, and how each educational activity conducted influenced the production of meanings in different subjects involved. I emphasize that the motivation was not achieved by simple variation of activities, but the line established between students and teachers from diverse strategies worked. It was understood by this paper that motivation is not something universally achieved, but a multidimensional concept, in other words, composed of various dimensions and that in the case of the subjectivity of the subjects involved is associated with meanings that emerge from the situation experienced by them in the course activities. Motivation is not innate, but a co-construction of the subjects involved in this scenario and that the goals and objectives of teachers and students need to be tuned and point in the same direction.
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