Metodologias ativas : reflexões e caminhos possíveis entre concepções e estratégias pedagógicas no ensino superior

• Ano de defesa: 2020
• Autor(a) principal: Wiebusch, Andressa
• Orientador(a): Lima, Valderez Marina do Rosário
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Metodologias ativas; Ensino superior; Docência universitária; Estratégias pedagógicas; Processos de ensino e de aprendizagem
• Palavras-chave em Inglês: Active methodologies; Higher education; University teaching; Pedagogical Strategies; Teaching and learning processes
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9521

This study sought to understand how pedagogical strategies are constituted, which guide the methodologies active in Higher Education. The main theoretical framework has Bacich; Tanzi Neto and Trevisani (2015), Berbel (2011), Freire (1975, 1980, 1982, 1983, 1996, 1998, 2001), Horn and Staker (2015), Moran (2000, 2015, 2018, 2019), Zabalza (2003, 2004, 2008, 2009, 2010, 2015) and among others. The research had a qualitative approach, and developed, through a case study in the classroom of two teachers and the respective students of the classes, of two Undergraduate/Bachelor's Courses in the area of computing, of a Private University, located in Porto Alegre, Rio Grande do Sul, Brazil. For data collection, we performed: observations and records in class diaries, questionnaires and interviews. In the analysis process, based on Discursive Textual Analysis (ATD), three categories emerged, dialogical teaching: the perspective of the teacher; dialogical learning: the perspective of the student and dialogical university: articulations between teacher education and academic development, which were constituted by subcategories. As main results, we show that teachers, when using active methodologies, act with an epistemological vector marked by intentionality, empathy and interpersonal relationships, developing didactic-pedagogical strategies and also by the role of mediator of the processes that involve teaching and learning, focusing on problematization, autonomous learning and student protagonism. In this perspective, the insertion of real problems in university education and the subsequent search for solutions, through group work, allows students to learn and share knowledge with peers. We also highlighted the need for the university to be dialogical in the teaching and learning processes. In this sense, we understand that dialogue needs to be present in all times and spaces, in the curriculum and in the disciplines, involving the transdisciplinarity between the different areas of knowledge, considering the locus of formation and the permanent transformation, both for the teacher, as for the student and the university. Keywords: Active Methodologies. Higher Education. University Teaching. Pedagogical Strategies. Teaching and Learning Processes.