OficinAtiva: uma experiência formativa a partir dos princípios das metodologias ativas com docentes da universidade do estado do amazonas (UEA), no município de Manicoré

Abstract

The present work brings in its context the discussion about educating professors in the perspective of building teaching knowledge, which indicates the reflection about the pedagogical practice that nowadays needs to educate citizens with critical thinking, ready to assume their role in accord with the needs of society. In this context, there are teaching practices based on different processes, entitled active methodologies, which aim to put students as the protagonists of their learning process, favoring autonomy development and collaborative learning. We therefore describe the steps taken to answer the focus-question that guided this dissertation: how can professors’ training, with an emphasis on active methodologies, contribute to reframe pedagogical practices of professors of the Amazonas State University (Universidade do Estado do Amazonas – UEA), in the Manicoré municipality? To do so, we elaborated the general objective of the research, which consisted in developing a professors’ training workshop to foster reflection on the teaching practice based on the principles of active methodologies in the Amazonas State University in Manicoré. To reach this goal, the theoretical basis of this work is based on the studies of Moran (2015), Freire (2006), Almeida (2005), Berbel (2011), Lucarelli (2000), and Zabalza (2004). The empirical basis, on the other hand, has a qualitative and exploratory approach, built with methodological procedures such as bibliographical research, participant observation (PERUZZO, 2017), specialists’ panel (PINHEIRO; FARIAS, ABE LIMA, 2013), data gathering, opinion analysis, product materialization and validation by the OficinAtiva: ways to innovate in class. Through the data collected, it became evident that professors did not yet know active teaching-learning methodologies and showed great interest in using them in their classes. Participating in the OficinAtiva allowed them to comprehend in practice the principles that guide these methodologies, which is a determining factor for them to give new meanings to their pedagogical actions and build knowledge in a diverse way.