Indicadores de metodologias ativas com suporte das tecnologias digitais: estudo com docentes do Instituto Federal de Educação, Ciência e Tecnologia do Ceará

Abstract

Research on active methodologies point to the student as a unique subject on the educational process. The protagonism of the teacher, however, appears to be either subtle or superficially referenced. In this sense, the thesis posed the question: "What indicators of active methodologies, supported by digital technologies, have the teachers presented in Camocim Campus of the Federal Institute of Education, Science and Technology of Ceará (IFCE) ?". Aiming to answer it, the objective of this study was to analyze the use of active methodologies and digital technologies by teachers of this educational institution. The main theoretical discussions approached both teacher qnd student centered education, taxonomies on active methodologies, such as learning by means of field practice, by research, by project-based learning and by problems, similarities and differences among said methodologies as well as the use of digital technologies in active methodologies. Qualitative based and characterized as a case study, the research was carried out at IFCE, Camocim Campus, during semesters 2016.2 and 2017.1. The participants were four teachers who belong to the current work force. The instruments used to this end were a survey questionnaire, observation and interviews. Regarding the data analysis, we started with issues of lesser amplitude and, later on, we identified evidence referring to such questions, as well as we defined initial or subsequent codes. Phases such as sorting, classification and analysis of the material itself also subsidized the analysis. Subsequently, the data were triangulated, then being anchored by the interpretative paradigm. Based on both literature and empirical research, six indicators of active methodologies were proposed: Autonomy Valuation, Intellectual Production Valuation, Active Engagement in the Learning Process, Encouragement of Student Participation, Research as an Educational Principle and Balance between Individual and Collective Activities. Regarding the stages of pedagogical management, five were proposed - Initiation, Insertion, Integration, Effectiveness and Disruption were proposed - showing that teachers fluctuated during the research period between elementary and intermediate stages when using technologies in a pedagogical way. The results revealed a strong presence of the indicators in the practices on the researched teachers, considering that two of them presented all the indicators and the other two teachers, only three to five indicators, testifying the importance of developing them when using active methodologies supported by the technologies. It is believed that if a teacher develops practices based on these indicators, the possibilities of making the student co-responsible for his / her learning will be higher. It is also worth noting that the protagonism of the teacher does not de-characterize the protagonism of the student and that the student has considerable and direct influence so that the former plays an active role. When validating a role that is already his/hers, the teacher must be able to (re)invent and accept himself/herself, as well as the student, the subject of the search, thus enriching the teaching process and being aware of the actions to be performed.