Metodologias ativas e suas contribuições para o processo de ensino aprendizagem no curso de licenciatura em química: um estudo alicerçado na pesquisa formação

Abstract

The use of active methodologies in teaching chemistry enables participatory and meaningful learning, which inserts interactive students into the classroom, moving from listeners to agents of their own knowledge. However, in order to form critical students, it is relevant to examine and improve educational practices in initial teacher education. In this context, the methodological role of research-training enables an active and practical reflection within training actions, being expanded from shared experiences and experiences. Seeking to contribute to initial teacher training by proposing an intervention that favors training actions in an emancipatory perspective, this work aimed to carry out a research-training with students ofthe Degree in Chemistry at the Federal Institute of Piauí - Campus Paulistana, referenced in active methodologies, providing theoretical-methodological and practical benefits to assist undergraduates in their future teaching practice through critical reflection on the use of active methodologies in chemistry teaching. As a result, it was observed that in addition to instigating innovation in educational methods, research-training enabled participants to understand the fundamentals of active methodologies, practice and reflection on the subject, identifying possibilities, limitations and deficiencies.