Metodologias ativas no processo de ensino-aprendizagem de química: uma revisão integrativa.

Abstract

Active methodologies are teaching methods whose main objective is the active learning of the student, leaving him as the protagonist in his teaching-learning process, thus promoting meaningful learning. These methodologies foster an improvement to traditional teaching, providing opportunities for meaningful teaching, where students are placed at the center of the educational process so that there is the development of knowledge in an autonomous and participatory way, based on problems and situations that approach reality. Given this panorama, the study aimed to carry out a survey in published literature about active methodologies in Chemistry Teaching in Brazil. This is an integrative review, in which electronic publications (articles) from the CAPES journal portal were used as an analysis tool, counting as a base 8 scientific articles. The results indicated that the year 2020 was the one with the highest number of published articles (75%). Regarding the types of studies, studies with a qualitative approach predominated, with a percentage of 75% of published articles. There is a lack of works related to the approach of active methodologies in teaching chemistry, which showed that the studies are very recent. Based on the results, active methodologies show to be very efficient and with several benefits, reducing knowledge difficulties. It is also possible to identify some challenges to be overcome for the application of such methodologies, given that new studies must be carried out to meet the needs of teachers in relation to the choice of methodology and the resources needed to develop them.