Formação continuada em uma proposta do uso de metodologias ativas em uma perspectiva de aprendizagem criativa

Abstract

This dissertation is a research on the use of active methodologies in science teaching with the implementation of a continuing education course for teachers in the early years of elementary school. For this, a didactic sequence adapted to remote teaching was used for the fifth year of elementary school from the perspective of creative learning. The objective of the research was to identify how factors such as knowledge of teaching approaches, the role of metacognition and experience, which permeate the use of active methodologies, (MORAN, 2018; MIZUKAMI, 1986; ROSA, 2014; TEIXEIRA ,1987; RESNICK, 2017) impact the choice of teachers for the use of active methodologies in the classroom. The qualitative research started from the implementation of the teacher qualification course in a virtual environment with the participation of thirteen teachers from the early years of elementary school from the municipal public and private networks who work in the city of Ponta Grossa. As data collection instruments, two questionnaires with open and closed questions were used, as well as discussions through Google Classroom and Google Meet. Data analysis was based on Textual Discursive Analysis (MORAES; GALIAZZI, 2016) of the participants' productions. It was noticed that the research contributed to de discussion of importante elements in de teaching of Science, since the participants demonstraded the reflection on their own pratice, and the realization of the course can contribute to theotucally subsidize the práxis of teachers and provoque significant changes in teaching of Science.