A analítica da aprendizagem enriquecida com a Análise Textual Discursiva para compreender a eficácia pedagógica das metodologias ativas e tradicionais

Abstract

This research, developed in the Graduate Program in Education at the Federal University of Sergipe and aligned with the Study and Research Group in Educational Technology (GEPIED/UFS/CNPq), aimed to understand the effectiveness of active learning methodologies practiced at the Lagarto campus and the traditional methodology used at the São Cristóvão campus, in the Pharmacy programs of the Federal University of Sergipe (UFS). To this end, a mixed-methods quantitative and qualitative study was conducted, integrating Learning Analytics and Discursive Textual Analysis (DTA) across both campuses, which are characterized by distinct pedagogical approaches. In the quantitative phase, Learning Analytics was utilized through numerical indicators to evaluate student performance, processing the data to objectively reflect the behavior of the investigated phenomenon. Based on these results, questionnaires were applied to deepen data understanding, which were subsequently analyzed through DTA. The theoretical framework was grounded in the historical and critical perspectives of traditional teaching and meaningful learning, advancing to the discussion of active methodologies and their connection with Learning Analytics models. By applying these methods within the context of UFS, this study sought to support decision-making aimed at improving the educational process and to provide a broader understanding of the efficacy of the adopted teaching methodologies. The research results demonstrate that the effectiveness of any pedagogical model is inseparable from the socioeconomic conditions of the students and the need for solid institutional support. From these findings, it was confirmed that the integration of Learning Analytics and the qualitative dimension of Discursive Textual Analysis constitutes a suitable method for evaluating the effectiveness of the different teaching approaches practiced at UFS. Furthermore, the findings indicate that the public university can become a space capable of combining the investigative power of active methodologies with the structural security of traditional teaching, ensuring the cognitive ergonomics required for academic training to consolidate as a process of development and empowerment