Metodologias ativas: estratégias e colaboração no processo de ensino-aprendizagem

Abstract

Active methodologies arise from the necessity of new means of formatting the traditional teaching, in which the student leaves the passive position during the teaching-learning method. In this sense, neuroscience gains more visibility in this knowledge adherence model. Trying to understand the reflection of neuroscience and brain training in education, this work has the general objective of verifying how active methodologies collaborate in the teaching-learning process. And as specific goals: to identify the relationships between neuroscience and education, to present the characteristics of active methodologies, and to catalog exemples of actives methodologies strategies that facilitate the learning process.This research is a literature review, researched in the CAPES Journal, prioritizing the last seven years of publication in Portuguese and contained the keywords: “Active Methodology”, “Learning” and “Education”. The nervous system molds itself to different scenarios that are presented to human beings. It is understood that active methodology acts like a student's transition object, in which it moves between the position of just an information satellite to a position of sharing knowledge through the critical development promoted by this type of methodology. Examples of these active methodologies are: problem-based learning; a flipped classroom; gamification, among others. Through the literature review, it was evidenced that active methodologies effectively achieved the development of cognitive and non-cognitive skills and abilities. Consequently, it is important to continue this study for the understanding of the dialogue between neuroscience and education as well as the understanding of this ongoing evolution allows the student to know different areas of the brain, adapting to different challenges.