Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica

Abstract

The present work discusses an agenda that for years has had repercussions on the sedimented and fragmented Brazilian educational system, its historically cherished repercussions on the discrepancies, between theorization and practice, of a teaching delivered in the middle of the 21st century. However, the challenge presented in this research follows a path of purposeful action with a focus on active learning, integrated into the theoretical curricular foundations of the Recife Municipal Education Network (RMER) and technologies as a facilitator for teaching and learning. It was noticeable that such technological and pedagogical investments would not result in an impact stage for learning, remaining in the sphere of teaching conducted by the “old” traditional practice of education, triggering the permanence of passive students and educators transmitting knowledge. Thus, the general objective of this dissertation was to implement a teaching proposal based on active learning integrated with technologies. The public served for the experiment was fifty students, from the General Emídio Dantas Barreto Municipal School, of the Recife Municipal Education Network (RMER). These students and teachers were invited to participate in the Experimental Project: Space for Technological Innovation for Basic Education, full-time, located at CETEC. In this space, the students were accompanied by twenty-four educators and eight interns. The study carried out together with the Federal Rural University of Pernambuco (UFRPE), by the Master's Program in Technology and Distance Education, brings in its core the interfaces in the improvement of an intrinsic process, observing the triad of an intervention posed by a model of teaching, supported with a focus on active learning, instigated for students. In which it is characterized by pedagogical and technological integration, being offered in different learning spaces. The proposal is supported by an alliance with progressive, holistic and constructivist characteristics, pointing to teaching based on learning by doing. Among the various results of this experience, we can highlight reflective teaching transformations about the stages that constitute Teaching-Learning and the observance of pleasant, instigating, collaborative and participatory learning by students.