Metodologias ativas nas práticas pedagógicas durante o ensino remoto emergencial

Abstract

Active methodologies have been pushed in education, since they emphasize approaches that, for a long time, were preconized by classical theorists who spoke about active, collaborative and meaningful learning. Currently, in basic education, teachers are being offered training on this topic so that they can be aware of the most varied teaching strategies, which are also present in documents that lead education. These documents refer to new ways of teaching and learning, highlighting the characteristics of active methodologies, such as autonomy, the mediating teacher and the student as the protagonist of the teaching and learning process. The present study aimed to understand the use of active methodologies and their potentialities in basic education, in the final middle school classes of a public school in the municipality of Tobias Barreto-Sergipe. To this end, the following research questions were posed: Which active methodologies models were present in the pedagogical practices of teachers in emergency remote education? How did these models enhance the pedagogical practices? In this investigative process, we have, therefore, as methodological approach a qualitative research, from the perspective of the case study. For the production of data, the following devices were used: the online questionnaire, observation and narrative interview, having as theoretical assumptions for the foundation of this study the works of Moran (2018; 2019), Bacich (2018), Freire (2020), Berbel (2011), among others. This is, therefore, a research that proposed to dwell on the plurality of phenomena that involve the process of building new ways of learning and teaching. In this sense, it was concluded that teachers already have some knowledge about active methodologies and even consider that they already use some of its models in certain situations. In view of the above, it is evident the presence of active methodologies in the teachers' practices, during emergency remote teaching, having the problematization of reality as the most recurrent starting point. Because of all this, it is believed that future studies, as well as the participation of teachers in teacher training about this theme, will provide even more significant improvements in the pedagogical practice of teachers and, consequently, in the learning of their students.