Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Autor "Alves, Ruhama Marisbela Aguiar"

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    Metodologias Ativas : As percepções de professores da rede municipal de Timon-MA
    (Universidade Federal do Espírito Santo, 2023-07-03) Alves, Ruhama Marisbela Aguiar; Vogel, Marcos; https://orcid.org/0000000328836320; http://lattes.cnpq.br/7015837545299306; https://orcid.org/0009-0005-3009-8795; http://lattes.cnpq.br/6855724205317360; Leite, Bruno Silva; https://orcid.org/0000-0002-9402-936X; http://lattes.cnpq.br/4932752031807872; Bregonci, Aline de Menezes; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305
    Active methodologies are more common in higher education. However, there is currently a spread of these methodologies in basic education. These can be defined as strategies that place the student at the center of the teaching and learning process. They use real or simulated situations with the purpose of making the student more critical and autonomous. In this sense, the objective of this research is to understand the perceptions of active methodologies among teachers who work in the early years of elementary education in the Municipal Network of Timon - MA. This is a qualitative research in which the instruments used were the questionnaire, comprehensive interviews, and a diary. In data collection, twenty-four teachers responded to the questionnaire, and after applying the selection criteria, six of them were chosen to participate in the interview. The results show that the pedagogical concepts that the teacher uses to support their educational practice are interconnected, and there is no predominance of one approach over another, as in different moments of teaching practice, traces of traditional pedagogy, new pedagogy, behavioral pedagogy, and sociocultural pedagogy can be identified. It is evident that teachers, when using active methodologies, position themselves as facilitators of the entire process, seeking meaningful teaching for the development of student autonomy. The results also point out the limitations that teachers faced in the application of techniques, imposed by the lack of technological resources and internet access on the part of students, and the difficulty in preparing lessons with the rotation by stations technique.