Problem - based learning post - holing no ensino remoto : análise de engajamento discente permeado pelo uso de rubricas em um curso de fisioterapia

Abstract

This dissertation deals with the analysis of student engagement using the Problem-Based Learning (PBL) methodology in its post-holing format, within a discipline of the undergraduate physiotherapy course, observed through the use of rubrics, especially in remote learning. It is supported by the literature to bring the four-dimensional concept of engagement, as well as the methodological conceptions of PBL for its full use, even in the adverse scenario facing the Covid-19 pandemic. Applying a qualitative and descriptive analysis, the effects of applying PBL on the dimensions of student engagement and teacher perception were described, in addition to undertaking an examination on the factor of emergency remote teaching. Furthermore, endowed with the same methodological nature, the use of evaluative rubrics spoke about the perspective of students in relation to the application of PBL. Thus, it was conceived that the process of implementing the PBL methodology in the post-holing format, in a discipline, changes the traditionality of the learning and teaching system. Although it has been adapted for emergency remote teaching, striving for faithfully following the constructs of the methodology, it was noticed that it meets what it proposes, awakening critical thinking, research vision, discussion and construction of collaborative work. Furthermore, the evaluative rubrics are effective and equitable means to observe the students' propositions during the use of the methodology.