Active Methodologies in Basic Education: understandings of high school teachers

Abstract

The teaching and learning processes are still carried out in a predominantly conservative and instructional way. With the aim of overcoming fragmented teaching, promoting creativity, the use of knowledge in and for everyday life and articulation with the context and with students' prior knowledge, the National Common Curricular Base (BNCC) points out the Active Methodologies (AM) as a way to promote the necessary changes to achieve teaching and, consequently, interdisciplinary learning. By considering the insertion of BNCC and AM as a reality in the school context, this study aims to understand the conceptions of Basic Education teachers about AM. From a qualitative approach, this research was carried out through the elaboration of a questionnaire for data production and collection. After obtaining responses from the research subjects, Discursive Textual Analysis (DTA) was used for analysis. The results indicate the need for teacher training for the insertion and use of AM, given the need to understand them, not just as teaching techniques, but as a possibility for the deeper changes needed in teaching processes with a view to learning.