ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2727 |
Resumo: | The article aims to identify, in publications that make use of reports of pedagogical practices and field research, the most recurrent practices and the perspective of teachers on the use of active methodologies, in addition to analyzing their alignment with the proposed objectives in their main references theoretical. The research was carried out from the database of the Integrated Search Portal. The inclusion criteria applied were: publications from the last 10 years, from 2011 to 2021 and the presence of the term active methodologies in the title and/or subject. The categorization and systematization of 15 academic productions that presented reports of pedagogical practices and field research related to the theme was carried out. The analysis of the proposals allowed us to identify that, despite the positive assessment by the authors, there is multiple understandings about the design, purpose and use of active methodologies, which points to a deficiency in teacher education. It was considered the need for training actions and, above all, for teacher reflection on the relationship between the practice of active methodologies and their effects on learning. |
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ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES METODOLOGÍAS ACTIVAS EN EDUCACIÓN BÁSICA: ANÁLISIS DE INFORMES DE PRÁCTICAS PEDAGÓGICAS METODOLOGIAS ATIVAS NO ENSINO BÁSICO: UMA ANÁLISE DE RELATOS DE PRÁTICAS PEDAGÓGICASensino básicoestratégia de aprendizagemmetodologia ativarevisão de literaturabasic educationlearning strategyactive methodologyliterature revieweducacion basicaestrategia de aprendizajemetodología activarevisión de literaturaThe article aims to identify, in publications that make use of reports of pedagogical practices and field research, the most recurrent practices and the perspective of teachers on the use of active methodologies, in addition to analyzing their alignment with the proposed objectives in their main references theoretical. The research was carried out from the database of the Integrated Search Portal. The inclusion criteria applied were: publications from the last 10 years, from 2011 to 2021 and the presence of the term active methodologies in the title and/or subject. The categorization and systematization of 15 academic productions that presented reports of pedagogical practices and field research related to the theme was carried out. The analysis of the proposals allowed us to identify that, despite the positive assessment by the authors, there is multiple understandings about the design, purpose and use of active methodologies, which points to a deficiency in teacher education. It was considered the need for training actions and, above all, for teacher reflection on the relationship between the practice of active methodologies and their effects on learning.El artículo tiene como objetivo identificar, en publicaciones que hacen uso de informes de prácticas pedagógicas e investigación de campo, las prácticas más recurrentes y la perspectiva de los docentes sobre el uso de metodologías activas, además de analizar su alineación con los objetivos propuestos en sus principales referencias. teórico. La investigación se realizó a partir de la base de datos del Portal de Búsqueda Integrada. Los criterios de inclusión aplicados fueron: publicaciones de los últimos 10 años, de 2011 a 2021 y la presencia del término metodologías activas en el título y / o asignatura. Se realizó la categorización y sistematización de 15 producciones académicas que presentaron informes de prácticas pedagógicas e investigaciones de campo relacionadas con la temática. El análisis de las propuestas permitió identificar que, a pesar de la valoración positiva de los autores, existen múltiples entendimientos sobre el diseño, propósito y uso de metodologías activas, lo que apunta a una deficiencia en la formación docente. Se consideró la necesidad de acciones formativas y, sobre todo, de la reflexión de los docentes sobre la relación entre la práctica de metodologías activas y sus efectos en el aprendizaje.O artigo tem como objetivo identificar em publicações que façam uso de relatos de práticas pedagógicas e pesquisas de campo, as práticas mais recorrentes e a perspectiva de professores acerca da utilização de metodologias ativas, além de analisar seu alinhamento com os objetivos propostos em seus principais referenciais teóricos. A pesquisa foi realizada a partir da base de dados do Portal de Busca Integrada. Os critérios de inclusão aplicados foram: publicações dos últimos 10 anos, de 2011 a 2021 e a presença do termo metodologias ativas no título e/ou no assunto. Realizou-se a categorização e sistematização de 15 produções acadêmicas que apresentaram relatos de práticas pedagógicas e pesquisas de campo relacionadas ao tema. A análise das propostas permitiu identificar que, apesar da avaliação positiva por parte dos autores, verifica-se a existência de múltiplos entendimentos acerca da concepção, finalidade e utilização de metodologias ativas, o que aponta para uma deficiência na formação docente. Considerou-se a necessidade de ações de formação e, sobretudo, da reflexão docente sobre a relação entre a prática das metodologias ativas e seus efeitos na aprendizagem.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-08-06info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/272710.1590/SciELOPreprints.2727porhttps://preprints.scielo.org/index.php/scielo/article/view/2727/4784Copyright (c) 2021 Robson Verissimo Silva, Alexsandra Roma Ramos Sá, Carlos César dos Santos, Danilo Silva de Caldas , Janaina da Silva Gonçalves Fernandeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Robson VerissimoSá, Alexsandra Roma RamosSantos, Carlos César dosSilva de Caldas , DaniloFernandes, Janaina da Silva Gonçalvesreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-08-01T02:23:12Zoai:ops.preprints.scielo.org:preprint/2727Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-08-01T02:23:12SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES METODOLOGÍAS ACTIVAS EN EDUCACIÓN BÁSICA: ANÁLISIS DE INFORMES DE PRÁCTICAS PEDAGÓGICAS METODOLOGIAS ATIVAS NO ENSINO BÁSICO: UMA ANÁLISE DE RELATOS DE PRÁTICAS PEDAGÓGICAS |
title |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES |
spellingShingle |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES Silva, Robson Verissimo ensino básico estratégia de aprendizagem metodologia ativa revisão de literatura basic education learning strategy active methodology literature review educacion basica estrategia de aprendizaje metodología activa revisión de literatura |
title_short |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES |
title_full |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES |
title_fullStr |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES |
title_full_unstemmed |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES |
title_sort |
ACTIVE METHODOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF REPORTS OF PEDAGOGICAL PRACTICES |
author |
Silva, Robson Verissimo |
author_facet |
Silva, Robson Verissimo Sá, Alexsandra Roma Ramos Santos, Carlos César dos Silva de Caldas , Danilo Fernandes, Janaina da Silva Gonçalves |
author_role |
author |
author2 |
Sá, Alexsandra Roma Ramos Santos, Carlos César dos Silva de Caldas , Danilo Fernandes, Janaina da Silva Gonçalves |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Silva, Robson Verissimo Sá, Alexsandra Roma Ramos Santos, Carlos César dos Silva de Caldas , Danilo Fernandes, Janaina da Silva Gonçalves |
dc.subject.por.fl_str_mv |
ensino básico estratégia de aprendizagem metodologia ativa revisão de literatura basic education learning strategy active methodology literature review educacion basica estrategia de aprendizaje metodología activa revisión de literatura |
topic |
ensino básico estratégia de aprendizagem metodologia ativa revisão de literatura basic education learning strategy active methodology literature review educacion basica estrategia de aprendizaje metodología activa revisión de literatura |
description |
The article aims to identify, in publications that make use of reports of pedagogical practices and field research, the most recurrent practices and the perspective of teachers on the use of active methodologies, in addition to analyzing their alignment with the proposed objectives in their main references theoretical. The research was carried out from the database of the Integrated Search Portal. The inclusion criteria applied were: publications from the last 10 years, from 2011 to 2021 and the presence of the term active methodologies in the title and/or subject. The categorization and systematization of 15 academic productions that presented reports of pedagogical practices and field research related to the theme was carried out. The analysis of the proposals allowed us to identify that, despite the positive assessment by the authors, there is multiple understandings about the design, purpose and use of active methodologies, which points to a deficiency in teacher education. It was considered the need for training actions and, above all, for teacher reflection on the relationship between the practice of active methodologies and their effects on learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-06 |
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info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
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preprint |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2727 10.1590/SciELOPreprints.2727 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2727 |
identifier_str_mv |
10.1590/SciELOPreprints.2727 |
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por |
language |
por |
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https://preprints.scielo.org/index.php/scielo/article/view/2727/4784 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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