Resumo

FERRARINI, Rosilei; SAHEB, Daniele  e  TORRES, Patricia Lupion. Active methodologies and digital technologies: approximations and distinctions. Rev. Educ. Questão [online]. 2019, vol.57, n.52, e15762.  Epub 17-Set-2019. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2019v57n52id15762.

The objective here was to discuss the concepts of active methodologies and digital technologies, besides describing the origin and its constituent elements. The study problem focused on the problematic: what would be the approximations and distinctions between the use of digital technologies and active methodologies? The research corpus approached the concepts about active methodologies and technologies, highlighting the digital ones in the present time, besides the origins and characteristics of active methodologies and their possible relations with the use of digital technologies, to which we constructed a synthesis table for each methodology. The methodologies considered were: learning through projects, problem-based learning, case study, peer instruction and flipped classroom methodology. As a qualitative research, it is consisted as an exploratory study, based on authors such Hernández (1998), Serra and Vieira (2006), Mazur (1997), Souza and Dourado (2015), Kensky (2012), Moran (2018) and Bergmann and Sams (2018), among others. The results point to the existence of active methodologies in the 19th and 20th centuries, even before the creation of digital technologies, so they cannot be confused; the use of digital technologies does not necessarily imply the application of active methodologies; and digital technologies enhance methodologies, whether active or not.

Palavras-chave : Active methodologies; Digital technologies in education; Higher education didactics; Pedagogical practices.

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