Metodologias ativas e ensino do jornalismo: satisfação dos discentes com a metodologia opcional de avaliação no curso de Jornalismo da Universidade Federal do Ceará

Abstract

Understood as the dissemination of information about science and technology to a general public, through diverse resources, techniques and means (Ribeiro and Kawamura, 2006), scientific dissemination is not an easy task and requires a theoretical and technical framework. That said, is it possible to include scientific dissemination in the teaching-learning process? An experience in this direction has been tried with the Optional Assessment Methodology (MOP), in subjects of the Journalism course at the Federal University of Ceará, based on an adaptation methodology based on peer learning (“Peer Instruction”), from the physicist Eric Mazur. In it, students are encouraged to create scientific dissemination products for a broad audience, which can be Wikipedia entries, podcast episodes, translations and original videos. Therefore, this research is dedicated to the perception of satisfaction of students in the Journalism Theories discipline, in the year 2023, with the MOP within the scope of the Journalism Theories discipline. To this end, it invests in Content Analysis of the responses to the Participation in Teaching Performance Assessment (PADD) forms, answered by 68 students. In general, the methodology is well evaluated, with an indication of an increase in student engagement, as well as feeling more encouraged to improve skills to communicate science. However, it is not unanimous, with points for improvement, with a record of lack of clarity of the method, personal discomfort and demand for more group activities, for example. The research records and positions the experience as an extension practice of the Journalism course at the Federal University of Ceará, in addition to pointing out ways to improve the Optional Assessment Methodology.