AS GI OL

O TO
DME
ACTIVE OF
LEARNING
Summary
THE IMPORTANCE OF THE GOOD
03 RELATIONSHIP AND BETWEEN
PROFESSOR X STUDENT.

ACTIVE METHODOLOGIES OF
06 LEARNING: WHAT
ARE?

18 BENEFITS THE
ACTIVE METHODOLOGIES OF
LEARNING.

23 A IMPORTANCE THE
DYNAMICS.
 THE IMPORTANCE OF A GOOD RELATIONSHIP
BETWEEN TEACHER AND STUDENT

Talking about the importance of the teacher-student relationship is to talk about the

essence of the reason for being and the work of pedagogical actions

in schools.

We see that a successful relationship between teacher and

the student is focused on the teaching-learning process, where we have

a dedicated and committed teacher to actually make the

the difference in the lives of his students. This teacher does not do that.

just fulfilling the schedule and transmitting knowledge

in one way - it helps to inspire students to become
develop them fully and apply them, in such a way
contextualized, what is discussed in the classroom for
they will build their future. And this action has a high power
transformative in the lives of students, often transcending
the walls of the school institution.

For Paulo Freire

Education does not change the world. Education changes

people. People transform the world.

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To do this, it is necessary to understand the student not as a subject

passive, but as the protagonist in the construction of your knowledge,

stimulating a solid, human, ethical, and conscious education

that not only shapes students, but thinking citizens, who
may also be producers of new ideas and knowledge,
acting not only in school, but also in their
community. It is necessary to find solutions to articulate the
concepts developed with these life contexts in order to
make them more interesting and meaningful.

According to Paulo Freire in the book 'Pedagogy of Autonomy:

Necessary knowledge for educational practice "the good teacher is

the one who:

Can you, while speaking, bring the student to intimacy with

thought. Your class is like this, a challenge and not a song
of lullaby. Your students get tired, do not sleep. They get tired because

they accompany the comings and goings of your thoughts,

they surprise with their pauses, their doubts, their uncertainties

For the teacher-student relationship to be enjoyable, we must

take into consideration some topics.

Welcoming

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Protagonism The school is a
Valuation meeting space
Collaboration among students,
teachers and
Transparency
knowledge. For
Respect
this meeting
Alignment to present a game
Recognition perfect, it is necessary
Context build and
Dialogue feed a good
teacher and relationship
Empathy
student in the classroom
Mediation
classroom.

Have you ever stopped to think about how this relationship can
impact the life of the student?
A positive relationship between student and teacher allows for the

students feel more at ease in the classroom, in addition to

to serve as a lever for social and study skills. A
a class that maintains close relationships with their teacher has more

chances of engaging in learning and being more productive and

united, preventing problems such as bullying, for example.

ACTIVE LEARNING METHODOLOGIES: WHAT

ARE?

It is clear that the educational landscape has changed and continues to change.

quickly. Today's students are no longer the same because,

they were born into the technological world where most of our
needs can be addressed through the cell phone screen,
a large number of these students exhibit high abilities
with technological resources and have access to information in the

palms of the hands at all times. With the need to show

to this student, a digital native, technological and active, that he is part of

teaching and learning process and that without it the process does not

it happens, we can make use of active methodologies of

learning.

The main objective of this teaching model is to encourage students

so that they learn autonomously and participatively, starting from
problems and real situations. The proposal is for the student to be
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at the center of the learning process, actively participating and
being responsible for the construction of knowledge.

They can be used in all areas of learning and

worked within the curriculum framework to place the student in a
learning where he can get hands-on experience. In the Methodology
In Active Learning, the student must indeed be at the center of their
learning processor, actively participating and being
protagonist in the construction of knowledge.

For the teacher, at the beginning of planning a lesson using

active methodology techniques can be a bit more laborious,
as time goes by, you will notice yourself in a new role in the room
class, or the learning facilitator, seeing significant results
in the evolution of your students. When this happens you will see that your

studies and efforts to plan a different, more dynamic class

putting the student as the protagonist of learning was worth it.

Student protagonist is the concept in which the subject plays a role

an active role in building one's own learning. It does not

not only absorbs content, but also adds. Research
information, exposes ideas, debates, creates.

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 There are several strategies
to work a
active approach. Among
they are:

Based learning
in trouble;

Based learning
in projects;

Learning between
times;

Flipped classroom;

Hybrid education.

Shall we discuss a bit of each strategy?

. PROBLEM-BASED LEARNING

The goal is to promote conceptual, procedural, and attitudinal learning.

through collaborative problem solving, stimulating the student
skills such as investigation, reflection, and creation in the face of a situation

realistic. Thus, students reflect on the topics and create their own
hypotheses, what generates more solid foundations to stimulate interest in
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to contact concepts that will later be worked on. The
Design Thinking methodology (systemic creative approach) seeks to
problem-solving using investigative learning,
collaborative way, in a group, also developing empathy. The
methodology is applied in parts, in the following way:

1–Discovery–aims to stimulate the curiosity of students.

Presentation of the problem situation to the students, from there they will

reflect on the situation and express your prior knowledge about the
subject, seeking multiple solutions to solve the problem. It is the
moment of brainstorming, when the students should elaborate on
all the resolutions you have in mind, working on your confidence and
empathy when listening to others. At this moment, groups can be formed.

to discuss the ideas and later present them to the class, so it stays
easier for the teacher to guide and conduct the situations.

2–Experimentation–planning.

This is the moment where the brainstorming should be filtered, listing

as possibly those that will help to solve the problem situation
presented earlier. It is important to show the groups the
need for an action plan, reflecting on all the ideas
cited, organizing their possibilities and their executions to reach

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to the expected result.

3–Evolution–hands-on.

Time to put into practice what was agreed upon and planned by the group.
The teacher has the role of mediator and guide, presenting
suggestions for organizing tasks using devices
technological tools for documenting the stages of development and usage
of materials. It is important to highlight that each stage of development
it must be built collectively, with the effort and respect of
students.

4–Presentation

Each group must present their work, showing that different

ideas can be used to solve a problem situation.
Observing that group work broadens ideas and perceptions. It is
it is important that the teacher respects each person's moment, as it can

there are groups that need a little more time to execute

the proposed activities, there are also those who at the moment of

presentation stay a little more nervous. At this moment everyone

must respect and encourage colleagues.

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 5–Feedback

This moment is very

important, as the students
they need to receive a
feedback on the work
executed, what can it be
improved and suggestions for
enhancement of each
stage completed for the
next jobs.
Remembering that in
feedback is extremely
the teacher is important
praise and emphasize the
ideas/actions that worked
sure.

6–Student Feedback

Students should reflect on their tasks and express their opinions, which
they learned throughout the execution process, the result, the skills
worked and the learning of the content.

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The Design Thinking methodology is innovative and its focus is on

interpersonal and intrapersonal development of our students,

working on the 10 general competencies of the BNCC - (Knowledge;
Scientific, critical, and creative thinking; Cultural repertoire;
Communication; Digital culture; Work and life project;
Argumentation; Self-awareness and self-care; Empathy and
cooperation; Responsibility and citizenship as well as autonomy
of students, to become citizens of the world.
It is important to emphasize that the teacher's role in this methodology is

in the sense of mediating the learning process and motivating the

student to find the resolution on their own.

PROJECT-BASED LEARNING

Project-based learning is grounded in

problem-based learning. A methodology in which the
students engage with tasks and challenges to develop
a project or a product. It integrates different knowledge and
stimulates the development of skills, such as teamwork
team, protagonism, critical thinking, and proactivity.

It all starts with a problem or question that is challenging, that

it has no easy answer and stimulates the imagination. The method makes
with the student having an active role in their learning.

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The role of the teacher, in this case, is to act as a guide,
intermediating and collaborating specifically with the students. With the

the collaboration of the teacher, the groups that are formed can achieve

distinct answers and results, possibly even adding

different and complementary knowledge to each other.
The way of applying the project-based methodology is quite
simple. See the itinerary below:

The students investigate the

Sugere-se um problema possible causes and elaborate
hypotheses

After getting to know the better

They establish a plan challenge and its origins, define
tactics for its resolution

They present the plan and the

Show the result
we execute

The students receive feedback from

professor and classmates

The intention is for students to interact with reality, understand what

There is something wrong and identify what needs to be improved. Suggesting a
or more ways to solve the problem, getting hands-on.

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For example, if the initial question involves how to encourage a
community to save water, the students will be able to find different
paths to this. A group can seek the main practices that
contribute to the reduction of consumption and create a booklet, sending it
by email to people or distributing it physically. Another group can
find a way to identify the amount of water used in a day and
presents in graphs for community representatives.

These projects can last weeks or months, depending on the

raised problem situation.

Learning Between Teams

Learning between teams, team-based learning (TBL), aims to

the formation of teams within the class, through learning that
privileges doing together to share ideas.
The teacher can work on this learning through a study of
case or project, for students to solve the challenges in a way
collaborative. In this way, they learn from each other,
striving to form critical thinking, which is built by
a means of discussions and reflections among groups.

It is necessary for the teacher to have careful planning, which

criteria should be defined for the formation of teams, the study material.
Initially, the students come into contact with the content and are

challenged to position themselves individually in relation to a set of

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 of questions presented by the professor.
After the individual activity, the students are gathered in teams and discuss.
each issue, seeking to reach a joint decision on the best one
response. After the discussion with the team, participants are encouraged
to position themselves in front of the whole class with the chosen alternative

each time, allowing for a debate that involves everyone

students. In the end, the students are encouraged to build arguments
that may even diverge from the teacher himself.

FLIPPED CLASSROOM

In the traditional model, the teacher explains in a lecturing manner.

material on the board so that the students can do the lesson by themselves later

home, the flipped classroom means the

inversion of this logic: First the student internalizes the concepts
essential before class and after, discusses the knowledge with the group
acquired and clarifies possible content doubts with the help and guidance of
professor.
The content is made available in advance, so that the time in
classroom should be optimized and the student arrives prepared to interact and

carry out activities related to this content.

In the flipped classroom, the main focus is on the student. Therefore, it is possible

consider even the preferences of the new generation and propose that the

first contact with the content, previously studied at a distance

through digital materials such as: video lessons, games, podcasts, research.
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 Among the benefits of the flipped classroom, we can mention:
develop skills, student protagonism, time optimization
practical content and advanced debates.
The flipped classroom model can be used in different age groups.
ages, only changing the way the teacher will conduct.
minor students, for example, it can be requested that a
research on the theme together with the parents, in class the students present the

they researched and the professor advances with the theme inserting his

presentations, at the end one can make an exhibition for the school and

community presenting the discoveries made through research and

content learned in the classroom, including drawings, objects, photos,
charts, etc.

Hybrid Teaching

One of the biggest trends in education in the 21st century is hybrid learning.
aims to unify the in-person teaching that takes place in the classroom and the online one that

is carried out through digital technologies. In the hybrid model, the idea is
that educators and students can teach and learn in times and
varied locations. Especially in higher education, this reality is
linked to a distance learning methodology (EAD), in which teaching
in-person mixes with remote learning. In some cases, some
subjects are taught in person and others are taught
just the distance.

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 With hybrid teaching, the
played role
by the teacher and by the
students undergo changes in
relation to the proposal of

traditional education and the

class settings
favor moments of
interaction, collaboration and

involvement com a
technology.
He search o
development yes
students' autonomy for
that can work in
groups and sharing
knowledge, using
digital technologies such as
allies in this process.

We saw several models that can be used to work on the

active learning methodologies, it is worth emphasizing that for it to work and
to have the expected outcome, they must be very well planned beforehand
they will be applied, study, planning and above all are necessary
check which fits better into the reality of your school, classroom
and students.
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 These methodologies, if well applied and planned together with the
involvement of teachers and students will greatly contribute to the advancement of

learning inside and outside the classroom. Remembering that when the teacher

it proposes to hold a different class even if it uses a dynamic

to stimulate logical reasoning in math class for example, it is already

using an active methodology, as it moved away from the traditional.

BENEFITS OF ACTIVE LEARNING METHODOLOGIES

Active methodologies help to develop critical thinking and problem-solving.

de problemas. Além disso, esses métodos também fortalecem a autonomia,

trust and creativity. Students can think outside the box and still
aprender a trabalhar com colaboração, empatia e responsabilidade.

A study from Stanford University, for example, in a comparison

among students who experienced hands-on learning in the classroom

and those who were exposed only to traditional methods found that the

the first group showed a performance 30% higher. Besides these

we still have benefits.

Greater interest in the content;

Greater participation in the classroom;

Broaden the student's thinking;

I stimulate cognitive and socio-emotional skills, which are so important for the

formation of active citizens and future valued professionals in

labor market

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 Development of autonomy and confidence;
Ability to work in a team;
Greater student satisfaction with the institution and with the learning.
Empathy between peers and between students and teachers;

Development of a sense of belonging and responsibility in

students.

HOW TO PREPARE THE TEACHER TO WORK WITH

AS METODOLOGIASATIVAS

We can only teach what

we know and can only motivate if
we are motivated. That's why the
teacher preparation is
essential for success of the
implementation of methodologies
active in school.

To make this happen, we can follow some steps such as:

LISTEN TO THE TEACHER

The teacher faces challenges in the classroom that must be overcome.

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However, these challenges sometimes remain outside of the opportunities.
of training and updates offered to them, which ends up being very
comprehensive and decontextualized. A path that can lead the
for a professor to adopt active methodologies in the classroom, it is essential to know the

difficulties he is currently facing in the classroom and, from there

demonstrate how active methodologies can help you solve them.

ADOPT ACTIVE METHODOLOGIES WITH TEACHERS

IN THE FORMATIONS

It is necessary to be consistent at this moment. If the goal is to make it so that the

Professor, understand the power and benefits of active methodologies.

in the teaching-learning process, the basic requirement for education
provided must apply such methodologies in the update.
Just like students, teachers learn in different ways.
and they respond in different ways to auditory learning methods,
kinesthetic, written or visual. Take this into consideration and promote

more engaging and dynamic preparations. Apply the methodologies,

techniques and resources of active methodologies that they, later,
they will also be able to apply with more confidence and motivation in their classroom

in class. This way he will feel more secure, because he can

witness that the methodologies have yielded results.

DISPEL ANY RUMORS OR DOUBTS ABOUT THE ROLE OF

PROFESSOR FACING ACTIVE METHODOLOGIES
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There are teachers in Podem.

that still haven't understood

in greater depth the

proposal of methodologies

active, these end up

shows concern regarding

the importance of your

work in this new

context. And this can lead to
creation of obstacles and the

lack of motivation for the

application of methodologies.

In this moment é
it is necessary to clarify the

central and irreplaceable role

that the educator assumes
together with the methodologies. The

mediator role of the

learning.

Show, of way

motivating, like yours

your participation
e
engagement will make everything

this gear works.

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 LEAD THE TEACHER TO THE CENTRALITY OF THE PROCESS
DURING THE TRAINING

In active methodologies, the student assumes a central role in

development of your knowledge. Therefore, at the moment of
teacher training, in which they switch sides and become,
also, students, remember to put this principle into practice. This
can be done, among other things, inviting them to present their
practices in the classroom and their results to colleagues, to take the
in front of an innovation committee at school etc.
It is important to develop strategies for them to feel like 'owners of the
projects", which will help reduce possible resistances and accelerate the
results.

ENCOURAGE TEACHERS TO SEEK KNOWLEDGE

IN OTHER REFERENCES

Share with the teachers other ways and channels where they
they will be able to learn more about the subject addressed in the training
in this case the active methodologies), see references to ideas for
apply them, learn about success stories, etc.
In the busy routine, the teacher will not always be able to find time.
enough to identify on your own where to find such updates.
So, just as he will encourage his student to complement the
content seen in the classroom, do the same and provide a path
that he will be able to pursue to direct his own development.

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 THE IMPORTANCE OF
DYNAMICS

Dynamics is all activity

that develops with a
group and has the objective
["integrate","un inhibit","entertain"]

reflect, learn, present

and promote knowledge
among people. That's why
the dynamics are part of
the active methodologies of
learning.
The dynamics carried out by
through games, they can act
in various ways to
the development of
teams, given their
In the training sessions, use dynamics with
playful, creative aspect
the teachers to study the topics
proposed and encourage them to take this
spontaneous aiming

practice for the classroom. Leaving behavioral changes

the most pleasurable and fun classes. que possam favorecer o de

Helping students to have individual performance and

more pleasure in studying the content grouped.

presented.
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 SUGGESTIONS FOR DYNAMICS TO WORK WITH
TEACHERS

DYNAMICS 1 - MONSTER RECIPE

Everyone should have paper and pen or pencil, [Link] driver

the meeting/training will set a recipe and everyone must follow it
instructions for drawing.

A round and large head;

A small body covered with fur;
Long arms, small hands, and sharp claws;
Short sentences;
Large and rounded feet;
An eye in the middle of the forehead;

Pointed ears;
Nose with square nostrils;
Big mouth with missing teeth.

Após todos terem desenhado, solicitar que mostrem os desenhos aos

colleagues. Ask if everyone is the same and why??
Explain that even the guidelines/recipe are the same for everyone.
drawings came out differently because each one thinks and interprets in a different way

that's how our teachers, our students, and parents are. We must
respect the thoughts and the particular way of each one.

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DYNAMICS 2–HOUSE NUMBERS

Everyone should have paper and pen or pencil, etc.

Ask everyone to write down their house number on paper. After that
note to show to colleagues. The facilitator of the meeting/class/training will

question: Which person lives in the house with the lowest number? And the
Who lives in the one with the smallest number?

Ask for symbols/drawings to be made below each number that

represent the numbers, according to the example below

1 4 5

After drawing, everyone must count or sum the amount of

symbols/drawings and show to the group. Question again
qual o número maior e qual o menor.
This dynamic can be worked with the teachers to show
an active approach and also with the students to work on, number,
quantity, logical reasoning.
You can ask the parents to send the house number with the students.
in advance (a survey) and work on these numbers in class
with concrete material. As in the example below.

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 DYNAMICS 3 - RELEASE THE EMOTIONS

Everyone should have paper and pen or pencil, etc.

The meeting leader will ask some questions, for each question the
participants must write down the name of a person.

I talk every day or WHEN I ACHIEVE SOMETHING SEND MESSAGE TO WHEN I NEED HELP
ALMOST EVERY DAY. WHAT I REALLY WANTED I WILL KNOW HOW I AM. I stop.
LOOKING FORWARD TO COUNTING.

I tell the gossip. I cry when I am I LOOK FOR WHEN I AM I HAVE GOOD LAUGHS
Happy. SAD. WHEN I AM WITH THIS
PERSON.

COUNT THE GOOD THINGS AND I LOVE TO SPEND TIME TURN FOR THE SAME TEAM YOU IDENTIFY YOURS
RUINS. TOGETHER. WHAT I. Feelings through the voice.

KNOWS EVERYTHING OR ALMOST IT IS VERY SENTIMENTAL. WHEN I GET VERY It is the first person to
ALL ABOUT YOU. TIME WITHOUT CONVERSING KNOW WHEN SOME
I miss you. IMPORTANT THING
IT HAPPENS.

At the end, the participants should observe which name appeared the most.
times. At this moment, we can release technological resources and if the
a participant can send a message of affection to this
person, because if the name appeared more times it is because she has a

special affection for this person.

We work on emotions in this dynamic. Yes, emotions because they
must be constantly worked on so that people notice
that we are not robots, that we need each other and that we should.
to demonstrate what is inside each one of us.
Other dynamics can be inherited in the formations....... Free yourself and use
the imagination.
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