O uso das metodologias ativas como proposta para um ensino significativo na área de ciência biológicas.

Abstract

Being aware of the difficulties faced by both teachers and students with regard to learning content and concepts, we see that there has always been this clash when we talk about learning, but learning significantly so that we will not forget over time what was studied, but let the learning be effective for life. From this perspective, we turn our gaze to meaningful learning, a concept proposed by North American educational psychologist David Ausubel, who argues that learning is by construction, and students' previous knowledge about the studied subjects will be important factors in the construction of new knowledges. Thus we gained other directions for the teaching-learning process, leaving aside the memorization proposal and seeking to promote the construction of new concepts, in this sphere, the student goes from passive listener to protagonist and responsible for what he learns, being the teacher the advisor and helper in this process. In this context of innovation in the teaching process, we seek to investigate the effectiveness of the use of active methodologies, methodological processes in which students actively participate in classes to build knowledge. As a general objective we chose to analyze the productions of the last 5 (five) years on the use of active methodologies in science teaching. For data analysis, the five steps proposed by Morais (1999) were followed, and were categorized into three units of analysis entitled: Analysis of the current teaching process, Methodological Proposals and Results and reflections on the subject. At the end of the textual analyzes we find that the authors criticize the fateful traditional teaching system still widely used in schools and advocate the use of active methodologies, giving us examples and showing that these contribute to the improvement of the teaching process, provided they are well elaborated and well- executed in the classroom, always seeking to spark students' interest in meaningful learning.