Agir pedagógico e metodologias ativas no ensino superior : estudo de caso num curso de Psicologia de uma IES privada
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2022
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Nas Instituições de Ensino Superior, a metodologia tradicional de ensino,
caracterizada pela exposição de conteúdo, retenção da atenção, disciplinas desarticuladas e
avaliações que exigem memorização, vem sendo confrontada, por limitar o processo de
ensinoe aprendizagem e fragmentar o saber. Neste contexto, surgem as metodologias ativas,
que visam estimular a participação ativa dos estudantes na sala de aula, valorizando as suas
opiniões e conhecimentos na construção do saber. Frente o exposto, o objetivo geral desta
pesquisa foi analisar a eficácia das metodologias ativas e o sucesso educativo quanto ao saber
e saber fazer de estudantes de um curso de Psicologia de uma Instituição de Ensino Superior
privada, no Estado de Goiás. O presente trabalho configura-se como um estudo de caso
simples, com abordagem qualitativa, que adotou para a recolha de dados a aplicação de uma
entrevista individual semiestruturada, realizadas na modalidade online, via plataforma
ZOOM, junto a 10 professores e 08 estudantes do curso de graduação de Psicologia da IES
em análise. As entrevistas foram analisadas por meio da metodologia de análise de conteúdo
de Bardin (2011) com o suporte do software webQDA, o qual possibilitou a identificação e a
categorização dos dados. Os dados coletados permitem afirmar que as metodologias ativas
potenciam o saber e o saber fazer dos estudantes do curso de Psicologia estudado; que os
professores, apesar de não terem formação adequada, aplicam metodologias centradas no
estudante, sendo percebidas por seus alunos como eficientes no desenvolvimento de novas
habilidades e atitudes que serão úteis no futuro exercício profissional.
In Higher Education Institutions, the traditional teaching methodology, characterized by content exposure, attention retention, disjointed subjects and assessments that require memorization, has been confronted, as it limits the teaching-learning process and fragments knowledge. In this context, active methodologies arise that aim to stimulate the active participation of students in the classroom, valuing their opinions and knowledge in the construction of knowledge. In view of the above, the general objective of this research was to analyze the effectiveness of active methodologies and the educational success regarding the knowledge and know-how of students in a Psychology course at a private Higher Education Institution, in the State of Goiás. The present work is configured as a simple case study, with a qualitative approach, which adopted for data collection the application of individual semi structured interviews, carried out in the online modality, via the ZOOM platform, with 10 teachers and 08 students of the Psychology degree at the IES under analysis. The interviews were analyzed using Bardin's (2011) content analysis methodology with the support of the webQDA software, which enabled the identification and categorization of data. The data collected allow us to affirm that active methodologies enhance the knowledge and know-how of students in the Psychology course studied; that teachers, despite not having adequate training, apply student-centered methodologies, being perceived by their students as efficient in the development of new skills and attitudes that will be useful in the future professional practice.
In Higher Education Institutions, the traditional teaching methodology, characterized by content exposure, attention retention, disjointed subjects and assessments that require memorization, has been confronted, as it limits the teaching-learning process and fragments knowledge. In this context, active methodologies arise that aim to stimulate the active participation of students in the classroom, valuing their opinions and knowledge in the construction of knowledge. In view of the above, the general objective of this research was to analyze the effectiveness of active methodologies and the educational success regarding the knowledge and know-how of students in a Psychology course at a private Higher Education Institution, in the State of Goiás. The present work is configured as a simple case study, with a qualitative approach, which adopted for data collection the application of individual semi structured interviews, carried out in the online modality, via the ZOOM platform, with 10 teachers and 08 students of the Psychology degree at the IES under analysis. The interviews were analyzed using Bardin's (2011) content analysis methodology with the support of the webQDA software, which enabled the identification and categorization of data. The data collected allow us to affirm that active methodologies enhance the knowledge and know-how of students in the Psychology course studied; that teachers, despite not having adequate training, apply student-centered methodologies, being perceived by their students as efficient in the development of new skills and attitudes that will be useful in the future professional practice.
Descrição
Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, METODOLOGIAS, ENSINO SUPERIOR, PROFESSORES, ALUNOS, EDUCATION, METHODOLOGIES, HIGHER EDUCATION, TEACHERS, STUDENTS