Metodologias ativas e participativas: revisão da literatura

Abstract

In the current Brazilian pedagogical context, we have the panorama of pedagogy experiencing several changes in recent times, theories and teaching skills have been questioned. Therefore, new teaching perspectives, analysis and alternative suggestions are made during the preparations for an eventual positive change in this environment, among them the so-called active teaching methodologies. They seek to add to the traditional education network and are based on a reflective pedagogy in the sense of problematization in which the student is inspired to have a different behavior in their learning system, seeking partial independence from the teacher, and relevant and differentiated knowledge. both in your posture and in your understanding of the content. The objective of this study was to analyze different types of scientific articles related to the use of active methodologies in teaching. The research consisted of the search, synthesis and analysis of articles through comparative graphs and comments analyzing each article in a specific way, and then later, there was a comparison of the results of methodologies based on integrative studies. The analysis showed that it is necessary to offer students an education that prepares them for the real world, with the development of skills such as critical thinking and problem solving. And through the reviews carried out, it can be concluded that the contexts of use of these methodologies determine their focus from the fundamental level to the superior level, in which they are essential. It was also possible to observe that it is important to change the focus from teaching to learning and not just to the assessment, this means prioritizing the formation and development of students, instead of focusing only on grades and assessments. The research data analyzed and discussed prove that the variety of teaching methods is the main solution to maintain the pedagogical dynamism in the classroom.