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Active learning in basic education: an experience report on remote teaching

The uneasiness with the way that basic education seems to be tied to a traditional teaching routine, in which teachers work as transmitters of knowledge and students are passive and submissive in the learning process, motivated the research that originated this article. It aims to report the experie...

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Principais autores: da Silva Oliveira, Marina Jacinto, Lima de Brito, Isabel Pauline, Soares Padilha, Maria Auxiliadora
Formato: Artigo
Idioma: Português
Inglês
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2022
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/14875
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spelling peri-article-148752024-04-30T22:36:02Z Active learning in basic education: an experience report on remote teaching Aprendizagem ativa na educação básica: um relato de experiência no ensino remoto da Silva Oliveira, Marina Jacinto Lima de Brito, Isabel Pauline Soares Padilha, Maria Auxiliadora Ensino - Aprendizagem Aprendizagem Ativa; Metodologias Ativas; Educação Básica Active Learning; Active Methodologies; Basic Education The uneasiness with the way that basic education seems to be tied to a traditional teaching routine, in which teachers work as transmitters of knowledge and students are passive and submissive in the learning process, motivated the research that originated this article. It aims to report the experience of using active learning in a online course for multipliers of Basic Education, during the beginning of remote teaching, in the Recife municipal school system. In this research, we had thirty participants who are in a course developed on the Google Classroom platform with the theme of Active learning methodologies, with a total of 42 hours of dedication. This article is characterized as a qualitative, descriptive study, of the experience report type. As main results, we found that most participants claim to have knowledge of the term active learning methodologies, most of them do not know the types of active methodologies existent, or even confuse the term active approach with teaching or research methodology or even with applications, tools and technologies used in the classes. The results found reinforce the importance of promoting training for teachers of various education networks, so that equity in the various levels of education can be a reality. A inquietação com a maneira como a educação básica parece estar atrelada em uma rotina de ensino tradicional, na qual os professores trabalham como transmissores de conhecimento e os estudantes como passivos e submissos no processo de aprendizagem, motivou a pesquisa que deu origem a este artigo. E que tem por objetivo relatar a experiência do uso da aprendizagem ativa em um curso totalmente online para multiplicadores da Educação Básica, durante o início do ensino remoto, na rede municipal de ensino de Recife. Nesta pesquisa tivemos 30 sujeitos que participaram de um curso desenvolvido na plataforma Google Classroom com a temática de Metodologias Ativas, com um total de 42 horas de dedicação. O presente artigo se caracteriza como um estudo qualitativo, descritivo, do tipo relato de experiência. Como resultados principais, verificamos que uma maioria dos participantes afirmam ter conhecimento do termo metodologias ativas, mas que na realidade grande parte não conhece os tipos de metodologias ativas que existem, ou mesmo confundem o termo metodologia ativa com metodologia de ensino ou de pesquisa ou mesmo com aplicativos, ferramentas e tecnologias usadas nas aulas. Os resultados encontrados reforçam a importância de se promover formações para professores das várias redes de ensino, para que a equidade nos diversos níveis de ensino possa ser uma realidade possível. Universidade Tecnológica Federal do Paraná (UTFPR) Fundação Lemann, Columbia University, Teachers College 2022-04-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/14875 10.3895/rbect.v15n1.14875 Revista Brasileira de Ensino de Ciência e Tecnologia; 2022: Edição Especial “Researching Teaching and Learning: An Equity Imperative for Teacher Education”. Teachers College - Columbia University e Fundação Lemann 1982-873X 10.3895/rbect.v15n1 por eng http://periodicos.utfpr.edu.br/rbect/article/view/14875/pdf http://periodicos.utfpr.edu.br/rbect/article/view/14875/pdf_1 Direitos autorais 2022 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
Inglês
format Artigo
author da Silva Oliveira, Marina Jacinto
Lima de Brito, Isabel Pauline
Soares Padilha, Maria Auxiliadora
spellingShingle da Silva Oliveira, Marina Jacinto
Lima de Brito, Isabel Pauline
Soares Padilha, Maria Auxiliadora
Active learning in basic education: an experience report on remote teaching
author_sort da Silva Oliveira, Marina Jacinto
title Active learning in basic education: an experience report on remote teaching
title_short Active learning in basic education: an experience report on remote teaching
title_full Active learning in basic education: an experience report on remote teaching
title_fullStr Active learning in basic education: an experience report on remote teaching
title_full_unstemmed Active learning in basic education: an experience report on remote teaching
title_sort active learning in basic education: an experience report on remote teaching
description The uneasiness with the way that basic education seems to be tied to a traditional teaching routine, in which teachers work as transmitters of knowledge and students are passive and submissive in the learning process, motivated the research that originated this article. It aims to report the experience of using active learning in a online course for multipliers of Basic Education, during the beginning of remote teaching, in the Recife municipal school system. In this research, we had thirty participants who are in a course developed on the Google Classroom platform with the theme of Active learning methodologies, with a total of 42 hours of dedication. This article is characterized as a qualitative, descriptive study, of the experience report type. As main results, we found that most participants claim to have knowledge of the term active learning methodologies, most of them do not know the types of active methodologies existent, or even confuse the term active approach with teaching or research methodology or even with applications, tools and technologies used in the classes. The results found reinforce the importance of promoting training for teachers of various education networks, so that equity in the various levels of education can be a reality.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2022
url http://periodicos.utfpr.edu.br/rbect/article/view/14875
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score 10,814766

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