Metodologias ativas e TPACK: a rotação por estações como estratégia de engajamento no ensino superior

Abstract

The use of active methodologies has proven to be promising in Higher Education, particularly by supporting student-centered practices that foster protagonism, engagement, and the development of competencies. Among these methodologies, Station Rotation (RPE) offers students the opportunity to experience different learning strategies within a single class session, encouraging active participation through diverse tasks. This study aims to analyze how RPE can contribute to pedagogical practices in Higher Education across various fields of knowledge. The specific objectives are: to develop an educational product on the use of RPE; to implement this product with higher education teachers from a private institution in Londrina, Paraná; to analyze the lesson plans created by the teachers after the training; to examine how RPE can address different learning styles; and to identify the potentialities and challenges of its implementation. An e-book titled Using the Station Rotation Active Methodology in Higher Education: Strategies that Engage was developed, providing theoretical grounding, practical examples, and guidelines for planning and applying the method. The product was implemented with teachers from various programs, who then designed lesson plans applying RPE in their own disciplines. This is a qualitative, applied research. Results indicate that RPE supports personalized teaching, active learning, and pedagogical use of digital technologies, in line with the TPACK model. Furthermore, teachers reported that RPE facilitates work with different learning styles and increases student participation. It is concluded that Station Rotation holds strong potential to enhance the teaching-learning process in Higher Education by meaningfully and contextually integrating technology, content, and pedagogy.