Os princípios das metodologias ativas de ensino: uma abordagem teórica

Diesel, Aline; Baldez, Alda Leila Santos; Martins, Silvana Neumann

doi:10.15536/thema.14.2017.268-288.404

Cited by 394 publications

(379 citation statements)

References 2 publications

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“…His description of the zone of immediate Development (ZDI), more commonly known in Brazil as Zone of Proximal Development, due to a translation error (Bezerra, 2000), reinforced the impression of various educators that the child is not a tabula rasa, that she has an intellectual level prior to formal education, and who is able to understand her environment, take a position, have reasonableness and take initiatives, and even doing things alone where before she needed help: we cannot ignore the fact that the school learning never gets empty but always relies on certain stage of development, followed by the child before joining the school (Vigotsky, 2001, p. 476). Although Vigotsky talk of children, it is definitely possible to think in students at any moment of their academic life, including entering the university as explored by several researchers (Borges & Alencar, 2014;Diesel et al, 2017;Trigo, 2016).…”

Section: Vygotsky's Active Methodologiesmentioning

confidence: 99%

From the room to the square: motivation, mediation and Vigotsky to understand the behavior

Magalhães¹

2018

revistacomsoc

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Motivation is a key subject for the discipline of Consumer Behavior in Advertising and Propaganda courses, despite the fact that its conceptualization is approached by several theories that may sometimes be contradictory in addition to alumni aversion to the theoretical study. This work proposes an approach that leads one to build one's own understanding, without underestimating different perspectives. A series of activities were developed ranging from traditional to innovative by means of an active methodology, which considers the student the center of his or her own learning. As a reference, the research was based on the work of the Russian psychologist and educator Lev Vigotsky in an attempt to become an incentive for similar methodologies that link the school environment with the public space, the interior of the classroom with the subject's interior.

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Section: Vygotsky's Active Methodologiesmentioning

confidence: 99%

From the room to the square: motivation, mediation and Vigotsky to understand the behavior

Magalhães¹

2018

revistacomsoc

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“…Portanto, ao colocar os estudantes em uma posição ativa, que estimula a sua reflexão sobre determinada situação, exigindo que estes argumentem e se expressem a favor ou contra as proposições conceituais, também se estimula sua postura autônoma. Tal comportamento é essencial para a construção do indivíduo que, no futuro, apresentará maior criticidade ao exercitar a sua liberdade, tendo autonomia na tomada de decisões em diversos momentos de sua vivência (BERBEL, 2011;DIESEL;BALDEZ;MARTINS, 2017).…”

Section: A Aproximaçãounclassified

“…As características apresentadas anteriormente condizem com a síntese do pensamento de Vygotsky que integra "o homem enquanto corpo e mente, enquanto ser biológico e ser social, enquanto membro da espécie humana e participante de um processo histórico" (OLI-VEIRA, 2010, p. 23-24) e que defende que os processos mentais superiores têm origem em processos sociais, isto é, que o indivíduo desenvolver-se-á cognitivamente quando internalizar e apropriar-se dos signos e dos instrumentos com os quais interagirá (DIESEL; BALDEZ; MARTINS, 2017;VYGOTSKY, 2009).…”

Section: A Aproximaçãounclassified

“…Nesse contexto, encontram-se as metodologias ativas de ensino, em específico a metodologia Peer Instruction (PI), que deslocam os estudantes para o centro do processo de construção do conhecimento, tornando-os protagonistas da sua própria aprendizagem. Nessa perspectiva, as metodologias ativas colocam sob responsabilidade do estudante: leitura, pesquisa, comparação, observação, imaginação, obtenção e organização dos dados, elaboração e confirmação de hipóteses, classificação, interpretação, crítica, busca de suposições, construção de sínteses e aplicação de fatos e princípios a novas situações, planejamento de projetos e pesquisas, análise e tomadas de decisões (DIESEL;BALDEZ;MARTINS, 2017, p. 274).…”

Section: Introductionunclassified

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Peer Instruction e Vygotsky: uma aproximação a partir de uma disciplina de astronomia no ensino superior

Paula

Figueiredo

Ferraz

2020

Cad. bras. Ens. Fís.

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O presente artigo é decorrente de uma pesquisa de mestrado, cujo objetivo centrou-se em analisar as aproximações entre a teoria sociointeracionista de Vygotsky e a metodologia ativa Peer Instruction. Nesse sentido, por meio da aplicação da metodologia em uma disciplina de astronomia no Ensino Superior, o estudo em questão foi realizado. Por sua extensão e complexidade, aqui é apresentado um recorte voltado para a aproximação entre prática e teoria, focando nos pontos convergentes encontrados na aplicação da proposta. É apresentada, também, uma análise da avaliação feita pelos alunos sobre o uso da metodologia na disciplina, em que as aproximações entre os pressupostos das metodologias e os principais conceitos da teoria de Vygotsky foram feitas. Denota-se que, ainda que na gênese do Peer Instruction não se encontrem tais embasamentos teóricos, a eficácia da metodologia pode ser respaldada pela teoria de aprendizagem desenvolvida por Vygotsky.

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“…The active methods -Inverted class, Problematization, Portfolio, Peer instruction, Teaching case, Teambased Learning (TBL), Project-based Learning, and Problem-based learning (PBL) -are all examples of these efforts (Diesel et al, 2017). Unlike the traditional method, active methods propose that the process is student-centered, encouraging them to seek, understand and use information autonomously and reflexively, helping in discussion and proposing solutions with their peers (Kwan, 2000).…”

Section: Introductionmentioning

confidence: 99%

PBL method in the formative process in postgraduate courses

Castañeda-Ayarza

Benedicto

Ferreira

et al. 2019

Int J Innov Educ Res

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Several teaching and learning methods, alternative to the traditional method of content transmission and reception, are being proposed and discussed by researchers, aiming to improve the professionals' formation. One of the methods being applied in various educational areas and at different levels of education is the Problem Based Learning (PBL). However, there is still not much evidence about the advantages and disadvantages of applying this method in the formative process of students in postgraduate courses. Consequently, the objective of this work is to evaluate the perception of postgraduate students of a Stricto Sensu course after experiencing the PBL method in their formative disciplines. Through the application of a questionnaire, the perceptions of students who used the PBL method and the traditional teaching method, respectively, were collected in two disciplines of the Interdisciplinary Master's Degree in Sustainability, from a private university in the state of São Paulo - Brazil. The results show the feeling at the beginning and during the learning process using PBL; the perception of the PBL when compared with the traditional teaching method; and the perception of specific skills developed with the PBL. Finally, it can be said that PBL is a teaching method with broad potential in the learning process of a postgraduate course, both for the possibility of building knowledge autonomously, and for the development of specific competences and skills related to postgraduate study and research activities.

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Os princípios das metodologias ativas de ensino: uma abordagem teórica

Cited by 394 publications

References 2 publications

From the room to the square: motivation, mediation and Vigotsky to understand the behavior

From the room to the square: motivation, mediation and Vigotsky to understand the behavior

Peer Instruction e Vygotsky: uma aproximação a partir de uma disciplina de astronomia no ensino superior

PBL method in the formative process in postgraduate courses

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