Resumo

SOARES, Renata Godinho; CORREA, Sara Lima Pereira; FOLMER, Vanderlei  e  COPETTI, Jaqueline. Problematization as a teacher training tool on active methodologies. Acta Educ. [online]. 2022, vol.44, e52168.  Epub 02-Jan-2022. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v44i1.52168.

The present study aimed to identify teachers’ understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. With this purpose was proposed a training course to discuss the use of active methodologies in the school context. A questionnaire was applied both in the first and last meeting of the course, seeking to verify the teachers’ understanding of active methodologies, their use in the school context and the teachers’ evaluation of the course. This was organized according to the availability of school hours, and carried out over five meetings, one every consecutive week, and its organization was based on the methodology of problematization with the Arch of Maguerez. At the end of the course has been noticed a broader view on the part of teachers on the understanding of the theme, having them reported that active methodologies are more related to solving students’ daily problems, focusing more on the teaching and learning process than on the use of teaching strategies, as seen earlier. As for the evaluation of the course, the teachers believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, it is emphasized the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice.

Palavras-chave : teacher training; elementary school; teaching methodology; Arc of Maguerez.

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