Possibilidades e desafios da integração das metodologias ativas às tecnologias digitais : uma proposta de formação para professores de ciências da natureza

Abstract

The Science teacher has a great responsibility in the sense of forming citizens who use scientific knowledge in their experiences. This challenge becomes greater when one realizes that the understanding of Science content involves symbolic aspects, which are often transferred out of context. In this sense, teacher training is intrinsically linked to the importance of breaking with this limited and simplified thinking that sometimes predominates. Therefore, linking the use of Digital Technologies to Active Methodologies in Science teaching are configured as strategies that enable the sharing of information, knowledge and personalized learning with autonomy, reflection and criticality on the part of students, considering the reality in which they are inserted . Using Active Methodologies in the teaching and learning process expands the student's possibilities to retain more content and develop critical thinking. In this scenario, it is assumed that combining Digital Technologies enhance this process, transform the way of teaching of the teacher and the way of learning of the student. From this perspective, this work aimed to answer the guiding question: What possibilities and challenges can the integration of Active Methodologies to Digital Information and Communication Technologies present in the initial/continuing training of Natural Sciences teachers?. Therefore, we sought to integrate Active Methodologies to Digital Information and Communication Technologies in order to understand the challenges and possibilities of this alignment. To this end, a course was held for teachers in initial and continuing training with a focus on teaching Natural Sciences. The methodological approach to data analysis was qualitative and exploratory, carried out through a case study. For the production of data, questionnaires, conceptual maps, didactic sequences and discussion forums were carried out. The collected data were categorized via Content Analysis. The results point to the great potential of Active Methodologies to articulate theory and practice in the educational process, as well as confirm the potential of Digital Technologies to promote active and collaborative learning. The reports presented by the participants have a positive influence on the completion of the course, contributing to the development of professional teaching skills about knowledge, critical reflection and application of new pedagogical teaching approaches, as well as the use of innovative digital technologies. With regard to the participants' perception of Active Methodologies and digital technologies, it was possible to identify changes in the conception of pedagogical action, revealing understanding, remodeling, as well as alignment with the student-centered teaching and learning process. Still, it was possible to show that if the teacher is willing to learn new ways of teaching and participate in a continuous training process, teaching with the use of Active Methodologies enables dynamic learning.