The teaching look about active learning methodologies: an analysis from the theory of social representations

Abstract

The advent of technologies has driven countless social transformations that have changed the way we act and relate to the world. This process calls for education to rethink its own teaching processes, looking for alternatives to provide effective learning that meets social demands. Among these alternatives, Active Methodologies arise, whose focus proposes that the student be encouraged to take an active attitude in relation to the production of knowledge. In this scenario, the teacher acts as an advisor and facilitator of learning and not just the holder of knowledge. As teachers are a group that shares the same social reality, this research sought to understand the Social Representations of a group of high school teachers integrated in a College located in northwestern Paraná using the inductive term “Active Methodologies†through the Free Evocation of Words Technique. It was identified that teachers associate the term “Active Methodologies†as practical activity, teaching, methods and active student. Despite the elements directing towards a less expository pedagogical practice, it was possible to identify that the researched group understands this way of teaching based on the methods used and not on the process of activating the student, which denotes the need to expand the discussion on this topic in the educational environment.