Utilizando as metodologias ativas de aprendizagem com sucesso
This work had as theme the use of active methodologies of learning in the classroom as a possible instrument of modification of the current school reality, due to the need for sócio-structural changes posed by contemporaneity and the inability of traditional methodologies to promote meaningful learn...
| Autor principal: | Silva, Joyci Mesquita Rocha |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/21171 |
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| Resumo: |
This work had as theme the use of active methodologies of learning in the classroom as a possible instrument of modification of the current school reality, due to the need for sócio-structural changes posed by contemporaneity and the inability of traditional methodologies to promote meaningful learning and holistic training of subjects, aiming to contribute to the discussion about the advantages and disadvantages of using the methodologies in question. It is a qualitative bibliographic review of an exploratory nature that aims to investigate the history and characteristics of the pedagogical tendencies that precede the active learning methodologies, trying to understand the modifications in the relations between teacher / student and student / student and to identify the advantages, disadvantages and difficulties in the use of active methodologies in the classroom, thus allowing us to reflect on the possible prospects for change. For that, we consulted works by theorists who thought of education as an instrument of personal and social transformation, through the conceptions of constructivist theories and theories related to the active construction of knowledge, among other theoreticians who think teaching in its changing and dynamic magnitude. The results of the research demonstrate that even though the active methodologies are still challenging, they are a path with no return in higher education and, for these changes to take place, it is necessary to articulate among the various agents involved in the educational process that requires support and training of the whole system education. |
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