O uso de metodologias ativas no processo de ensino-aprendizagem na educação infantil

Abstract

This research addresses the use of active methodologies as a teaching resource in Early Childhood Education. And the objective is to analyze the use of active methodologies in the teaching-learning process of Early Childhood Education students considering their integral development. The intention is to overcome merely technical and traditional practices related to the teaching and learning approach, highlighting the importance of adopting an active and dynamic pedagogical practice. In the methodology, a bibliographical review and field research were used with a qualitative approach, of a descriptive and exploratory nature and the adoption of the questionnaire as a data collection instrument technique with 6 teachers from Early Childhood Education classes at a school in the municipal education network. . The theoretical framework was based on authors such as John Dewey (1859-1952), Paulo Freire (1921-1997) Paiva (2010), Borges and Alencar (2014), Barbosa (2013), Moran (2017), among others. The research result pointed to the importance of using active methodologies and the teaching role in the teaching-learning process of Early Childhood Education students; reflective and constructivist training of the teacher's performance in the classroom, in the sense of rethinking the construction of knowledge, in which mediation and interaction are the essential assumptions for learning to occur, with the option for an active methodology that is done consciously, reflective and, above all, prepared not to take away the joy of teaching from the teacher.