Metodologias ativas como ferramenta no ensino de ciências : identificando desafios e possibilidades a partir de uma revisão integrativa

Abstract

Brazilian education has been anchored in fragmented values, discourses and practices, perpetuated from the traditional teaching method and its obsolete, uncritical and technicist premises. Thus, there is a growing search for innovative teaching-learning methods in order to address the real needs of modern society. In the meantime, active methodologies are characterized as learning processes in which students participate in the construction of their own knowledge, based on student engagement in the learning process. In view of this, the study aims to analyze the scientific production on the use of active methodologies as a teaching tool in natural sciences, in order to describe their use, the intertwined challenges and the proposition of strategies for their effective implementation. For this, an integrative literature review was carried out, from January to April 2022, in the databases indexed in the Portal of Periodicals of the Coordination for the Improvement of Higher Education Personnel and Google Scholar, from the keywords “Metodologias ativas/ Active methodologies/ Metodologías activas”, “Ensino/ Teaching/ Enseñanza”, “Ciência/ Science/ Ciencia”. As inclusion criteria, primary or secondary, quantitative or qualitative studies, published in any language or period, that addressed the theme were considered. A priori, the search resulted in 5,940 articles, with the application of the criteria for inclusion and elimination of duplicates, the sample included 25 articles. The results were read, discussed and characterized, based on the data collection instrument and level of evidence. Among the selected studies, these were Brazilian studies, in their entirety, published, mostly in the last five years, with a descriptive and observational analytical nature. As for the analysis of evidence, most included questions regarding the meaning of the theme. Scientific production highlights active methodologies as an innovative and promising strategy in natural science teaching, while promoting meaningful learning, student autonomy and protagonism, through resources such as problem-based learning and critical pedagogy, constituting, still, a tool of great value to the hybrid and distance learning. However, the implementation of these involves challenges related to resistance and/or lack of knowledge on the part of the students, urging the implementation of changes in the curriculum of undergraduate courses, combined with wide dissemination and awareness, with a view to changing the scenario.