Uso de metodologias ativas no ensino de biologia durante a pandemia: desafios e possibilidades

Abstract

Active methodologies aim to create learning situations in which students can act, think and conceptualize what they do and build knowledge about the content involved in the activities they perform. The student assumes an active role in learning, since he has his experiences, knowledge and opinions valued as a starting point for the construction of knowledge. The teacher's role is to help students to go beyond what they could individually, motivating and questioning as a manager and advisor of individual and collective, predictable and unpredictable paths, in a more fluid construction of knowledge. During the pandemic, social isolation interrupted face-to-face activities, therefore, the use of differentiated methodologies to include and develop student learning was necessary. The reinvention of educational practices and the use of technological resources was the solution found by many teachers in the search for the active participation of students in remote classes. In this sense, this study aimed to investigate the influence of active methodologies on the construction of knowledge in biology, by high school students during the pandemic, for contextualized and meaningful learning. Data were collected from qualitative research carried out with biology teachers from the city of Alegrete and students of the researcher, with applications of different active strategies in remote teaching. The research is of the pedagogical intervention type, the instruments used to produce data were: the researcher's field diary, recordings of activities carried out with school students, questionnaires applied to students and teachers, and the productions carried out by students during the performed interventions. The data collected during the research were analyzed following the steps of the Content Analysis proposed by Bardin. This study demonstrates all the advantages and challenges provided by the use of active methodologies in the period of the pandemic, the construction of knowledge is independent of physical presence or not, but of an effective means of communication and sharing of information that allows students to act and reflect the scientific knowledge with the reality experienced by them.