Métodos ativos de ensino e aprendizagem e desenvolvimento docente em cursos de graduação na cidade de Belém

Abstract

Introduction: The innovative conception of education presupposes new pillars: learning to know learning to do, learning to live together, and learning to be, which have highlighted the need to reconstruct the relationship between teaching and discourse in the teaching-learning process creating a new environment for both teacher and student. Problems: The research was guided by the following epistemological questions: How do teachers perceive their professional development from the use of active methodologies in their teaching practice in higher education? How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development?How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development? Objectives: To analyze the use of active methodologies and their effects on the development of higher education teachers by proposing a technical note. Identify how teachers plan to perform teaching activities in courses that use Active Methods. Identify which formative practices contribute to their development as a teacher. Map the potentialities and weaknesses faced by teachers in the development of learning from Active Methods. Verify the challenges faced by teachers in working with active methodologies. methodological approach: qualitative research and was supported epistemic use of bibliographic research, document and data collection with the application of mixed questionnaire to participants. Results: The first results indicate the prospect that working with active methods of teaching epistemology imply a review. The definition by the active method teachers was represented by the following keywords: Protagonism 38.89%, innovative 27.78%, Challenger 11, 11%, Effective 11.11%, paradigm shift 5.55% and knowledge building 5 , 55%. The most used methodologies TBL 77.8% reported using this methodology, 72.2% use PBL, 66.7%, seminar 38.9%, Integrated Panel 33.3%, Gamification 16.7, PJBL, 11.1 % Peer Instruction 11.11%, GVGO, 11.1%. As for the potentiality of the active methods, these were highlighted as follows: 33.33% “for stimulating critical awareness and creativity”, 27.77% “for gradual development, 27.77% allows student autonomy, 5, 55% the maturation of the students. The favoring of teacher development with active methodologies was referenced as follows: Dynamic 5.55%, Process under construction 33.33%, Active methodologies stimulate teacher updating and improvement 33.33%, Challenging and motivating 16.66%. Conclusion: It was understood, therefore, that the active methods allow and challenge teachers to a continuous and permanent (self) formative process whether it is captured by the institution, as well as by the desire for teacher self-learning.