O uso das metodologias ativas para alcançar os objetivos educacionais: visões de docentes do curso de Ciências Contábeis da UFPB durante o período de ensino remoto

Abstract

Active methodologies are important tools for teaching and for the teaching-learning process, and when their use is planned to achieve educational goals, their importance becomes more significant. This research had as general objective to identify the use of active methodologies in remote education for the fulfillment of educational objectives in the Accounting Sciences course at UFPB. To achieve the objective, it was decided to develop a quantitative research, for this, a literature review was carried out, a survey through questionnaires, via google forms sent to the 27 professors of the Accounting Sciences Course at UFPB who were active in the remote period, in which this study was carried out, the data were analyzed using descriptive statistics techniques using Excel. The results indicated that more than 70% of the teachers who were active in the remote period already use active methodologies, in face-to-face teaching, and continued to use them during the period of remote teaching by digital means; the best known active methodologies are Problem Based Learning, Inverted Lecture and Case Study. The active methodology most used in both face-to-face and remote teaching was the Case Study; the respondents considered the educational goals at the time they opted for an active methodology and the active methodologies that most contributed to achieving the educational goals were: o Case study; Problem-based Learning; the inverted Classroom; and Game-based Learning. The study concluded that teachers use and know in a preponderant and significant way active methodologies and are able to relate their use to the achievement of educational goals.