Implicações das metodologias ativas em discentes do ensino superior.

Abstract

This research focuses on active methodologies that refer to teaching and learning approaches, in which the student is responsible for acquiring knowledge and, therefore, active in this process. This way of learning can also affect those who have not developed proactivity and autonomy in everyday academic actions, and even those who are not intrinsically interested in differentiated learning, that is, who depend more on their own action. Thus, the research has the general objective of understanding the implications of active methodologies for the cognitive and emotional development of higher education students. As specific objectives: a) to identify whether Active Methodologies, with the influence of project-based learning and problem-based learning, develop the autonomy of higher education students; b) verify if the Methodologies, influenced by project-based and problem-based learning, contribute to university student proactivity; and, c) assess whether Active Methodologies, with influence from project-based and problem-based learning, generate greater interest in learning. Regarding the methodology, it is a research of a quantitative and exploratory nature, in which 50 people who studied or continued to study at any university, of any gender, aged between 17 and 70 years old and who have already experienced active methodologies, to also have information about students with experience in project-based learning and inquiry-based learning. A mixed questionnaire was applied, made available virtually, with closed questions and an open one. The data obtained were analyzed quantitatively in the form of absolute frequency (fa) and relative frequency (fr), and the open questions were analyzed in the form of categories. The analyzed results were considered satisfactory and confirmed that the use of such methodologies enhances learning, in order to improve skills, in addition to awakening important skills, such as proactivity, autonomy and also stimulate intrinsic interest, that is, the interest in building learning itself, in understanding the teacher as a mediator in learning.