Metodologias Ativas na formação continuada e na prática docente: reflexões para o Ensino de Física

Abstract

We live in an era shaped by technology, in which students are constantly connected to different media and information such as digital platforms, online games and streaming services. This connectivity allows them to research about diverse subjects according to their curiosity, reflecting and discussing with classmates, relatives and teachers. In face of this context, the traditional way of teaching, based on the transmission of ready-made and unquestionable contents, does not meet the demand for a training that develop students capable of analyzing information in a critical way, identifying safe sources and applying the knowledge in situations of the present and in their time and space. Active Methodologies (AM) are understood as a set of methodologies that position the student as the central agent in the knowledge construction process, while the teacher acts as a mediator, promoting the integral development of the student. For example, through problem situations related to student’s reality, they are encouraged to analyze, research, compare and argue, among other actions. In this scenario, it becomes essential to prepare teachers and schools to receive students and train them for this new context, considering and respecting their way of learning, their student engagement and their skills. In this sense, in the present research we had as a research problem: "What theoretical and epistemological foundations underpin the definitions of Active Methodologies, and how does this theme emerge in the discourse of physics teachers during formative and practical processes?" The objective was to investigate the epistemological assumptions that support the AMs and investigate how the Theme, according to the propositions of Bakhtin and his Circle, emerges in the speeches of teachers when dealing with Active Methodologies/ Active Learning, during a continuing education course offered by SEED/PR and in the development of Physics classes conducted via Active Learning at the University of Santiago de Chile/ Chile. It is characterized as a qualitative field study, whose data were built from bibliographic research, semi- structured interviews, response forms and follow-up of classes. We conducted a discursive analysis, anchored in the assumptions of Mikhail Bakhtin and his Circle, to investigate the Theme (according to the author) that emerges from the speeches of teachers (basic education), teacher-trainers (basic education) and university teachers in relation to the AMs to Physics Teaching. The analyses carried out reveal that the discourses of the interviewees express different valuations about the AMs, highlighting the importance of the responsibility of the students in the learning process, the potential of AMs to stimulate classroom participation and the need for time to plan and implement these methodologies. In addition, the data points to the relevance of continuing and permanent training, which allows teachers not only to know the AMs, but also to experience them in their practice, critically reflecting on their development. Thus, the professional development of teachers should be based on a collaborative and reflective process in which teachers experience the active AMs as students, expanding their understanding of the challenges and possibilities of these methodologies and strengthening their pedagogical performance.