Análise da viabilidade da aplicação da metodologia ativa método trezentos para professores das diferentes áreas do conhecimento da educação básica

Abstract

The objective of this research is to present the viability of the Three Hundreds Method Active Methodology (THMAM) for teachers from the different areas of knowledge in basic education. Active methodologies represent didactic approaches that prioritize the student's proactive involvement in the learning process, encouraging their direct participation, autonomy, and construction of knowledge through practical, collaborative, and reflective activities. In contrast to teacher-centered methods or the mere transmission of information, this approach promotes more engaging and effective dynamics. In this direction, the Three Hundreds Method emerges as a new methodological proposal characterized by carefully outlined steps, which facilitate interaction between students. Through applied research, of a qualitative and participatory nature, a prototype of continued in-service training was developed, in a workshop format, for teachers of a master's course at a federal public college in the north of the State of Paraná, coming from different areas of initial training and performance. The data obtained through different means of data collection were treated together, and it was decided to work with discursive textual analysis. As partial results, it was noted that all groups of teachers participating in the research, coming from different areas of knowledge in basic education, managed to employ the methodology, with satisfactory feedback. The evaluation carried out presents evidence that Three Hundreds Method Active Methodology can be effective in the areas of research participants: Pedagogy, Literature, History, Natural Sciences, as well as Exact Sciences.