Metodologias ativas e passivas

A diferença no ensino de Geografia

Abstract

The emergence
of a more diversified teaching model, using strategies that promote the active role of the student,
has gradually favoured the reformulation of traditional teaching, in which memorization
processes predominate in a vertical communication between teacher/student — what we now
know as passive learning methodologies (PLM – MPA). Alternatively, with the consolidation of
active learning methodologies (ALM – MAA), teachers and students are involved in a pedagogical
practice that aims to achieve meaningful learning in the lives of students. Thus, this experimental
action-research aims to explore the contributions of ALM (MAA) and PLM (MPA)
to the teaching of Geography, i.e., we asked ourselves “to what extent do the ALM (MAA) and
PLM (MPA), differ in the construction of knowledge in Geography?”. Pursuing the answer to
this question, we developed a simplified learning pyramid (SLP – PAS), which aims to organize
the ALM (MAA) and PLM (MPA) to be applied in identical programmatic contents in two
classes of the 8th grade classes, of the Basic School 2/3 Eugénio de Andrade. As instrument for
recording results, worksheets, summative evaluation and surveys were used. The results obtained
from this research show that students achieve better results with ALM (MAA), compared
to PLM (MPA). However, this reading is far from linear, because we did not find unequivocal evidence of a distinction between ALM (MAA) and PLM (MPA), but only that the fact that the
former involve the latter, they end up working in symbiosis, depending also to a large extent
on the programmatic contents.