Resumo

LASAKOSWITSCK, Ronaldo. ORIGINS, CONCEPTS AND PURPOSE OF ACTIVE LEARNING METHODOLOGIES. Eccos Rev. Cient. [online]. 2022, n.63, e23450.  Epub 12-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n63.23450.

This article was built through a bibliographical and documentary research with the purpose of presenting the origin of the concept of active learning methodologies. For this investigation, articles, books and documents of educational regulations were selected in which the expressions "teaching methodologies", "active methodologies" and/or "active learning methodologies", accompanied by "origin", "concepts" and " purposes”. Aiming to build a timeline on the concept of active learning methodologies (ALM), the assessments of theorists who were involved with the principles of ALM before receiving this nomenclature were selected (Decroly apud Dubreucq, 2010); (Dewey, 1973); (Teixeira, 2000); (Freire, 1996, 2002). By correlating the historical line of the precepts of the ALM with its pedagogical and didactic principles defined by modern and contemporary theorists, it was understood that the ALM have existed for centuries within the educational process; and that are considered as essential methodologies to stimulate learning - or not -, according to the social, economic, political, historical, cultural needs of each time, since education is always considered the tool of change and that shapes the society. And, therefore, we find in contemporary times an expanded discussion, regulated by educational guiding documents, on the use of ALM in schools, as well as in the initial and continued training of teachers.

Palavras-chave : active learning methodology; teacher training; teaching and learning methodology..

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