METODOLOGIA ATIVA DE APRENDIZAGEM COMO RECURSO DIDÁTICO E AVALIATIVO NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA

Abstract

Given the constant changes in the field of education, this article aims to describe the development of an Active Learning Methodology (MAA) approach as a didactic and evaluative resource in initial teacher training focusing on Basic Education. For this description, we opted for Discursive Textual Analysis, and the corpus consists of answers to a Google Forms questionnaire applied after implementing the MAA in a Mathematics degree course at a university in south of Bahia. The results show that the undergraduates perceive the potential of MAA as a viable practice to apply in Basic Education, recognizing that this dynamic can provide a new perspective on school, the role of the teacher, and mathematical content. Among the challenges identified, the main one was time management because primary school teachers generally face limitations in developing activities like the MAA due to the workload and additional demands of the school curriculum. We concluded that a different practice implementation such as may encounter initial obstacles. However, teachers must be willing to adapt throughout the process to achieve positive results.

Keywords: History of Mathematics. Basic Education. Initial Teacher Training. Active Learning Methodology.