Approximations between active methodologies and learning theories

• Autor(a) principal: Nascimento, Thiago Jovane
• Data de Publicação: 2022
• Outros Autores: Paim, Marilane Maria Wolff
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Pesquisa e Debate em Educação (Online)
• Texto Completo: https://periodicos.ufjf.br/index.php/RPDE/article/view/34655
• topic: metodologias ativas; teorias da aprendizagem; processos educativos; Metodologías activas; Teorías de aprendizaje; Procesos educativos; Active methodologies; Learning theories; Educational processes

This article deals with active methodologies and learning theories. In order to understand the theoretical basis that underlies the methodologies called peer instruction, mental/conceptual maps and problem/project-based learning, a bibliographic research was carried out (FACHIN, 2006). The following theories were identified that support the active methodologies in question, respectively: behaviorism (behavioral theory), genetic epistemology (Piagetian theory) and socio-interactionist approach (historical-cultural theory), the latter also being close to the libertarian pedagogy, inspired by Paulo Freire. The confrontation of such methodologies with their theoretical bases, together with the analysis of the teacher's role and assessment in educational processes, point to an epistemological position contrary to the multi-methodological approach in education. It concludes by emphasizing for an understanding of the theories that support the methods, as the use of methods and techniques in an isolated and random way can be detrimental to the success of educational processes.