Resumo

SCHLICHTING, Thais de Souza  e  HEINZLE, Marcia Regina Selpa. ACTIVE LEARNING METHODOLOGIES IN HIGHER EDUCATION: HISTORICAL ASPECTS, PRINCIPLES AND IMPLEMENTATIONS. e-Curriculum [online]. 2020, vol.18, n.1, pp.10-39.  Epub 30-Set-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i1p10-39.

Technological transformations and reflections of globalization are currently agents that modify social and professional dynamics, (inter) acting in society and, especially, in the world of work, are actions reconstructed over time. Thus, new demands appear for professional profiles that respond to the transformations that have occurred. It then reflects on the role of higher education and the curricular perspectives in the education of future professionals in different areas. In this discussion, the active learning methodologies gain space, they consider the student the center in the process of teaching and learning, they also approach the academic and professional formations of these students. In this context, this article aims to understand the historical aspects and principles of two formats of active learning methodologies and their implementation in curricular contexts of higher education in Brazil. In order to do so, historical movements of theories and assumptions that helped to systematize the following active learning methodologies: PBL (Problem Based Learning) and PLE (Project Led Education) are retrieved. The principles and guidelines of such methodologies and Course Curriculum Projects of two Brazilian higher education contexts are also discussed, based on what the National Curricular Guidelines define, one of Medicine and one in Engineering, as these are pioneering areas in the implementation of active learning. The results indicate that historical movements and principles of active methodologies guide new proposals for curricular designs in higher education. Both analyzed institutions propose to insert the students in the culture of solution of problems, emphasizing aspects of autonomy before real problems of their profession. They also provide technical-scientific education with ethical-humanistic attitudes and emphasize the ability to work in multidisciplinary teams.

Palavras-chave : Active learning methodologies; PBL; PLE; Higher education.

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