Experiência e metodologias ativas: análise de dissertações e proposta didática

Abstract

The primary methodological foundation of basic education is traditionalism, a name given to the perpetuation of a structure that focuses on the teacher as the main agent. However, there are approaches that allow for the use of alternative methodologies. Among these possibilities, some prioritize student knowledge and actions and are therefore called active methodologies. One approach is experience-based, which prioritizes student experiences. In this context, this paper aims to understand the concept of student experience in mathematics classes. To this end, we describe and analyze the concept of experience in dissertations that explore mathematics teaching through the use of active methodologies in elementary school, high school, or adult education (EJA). We also propose and implement a didactic sequence to identify and understand the relevance of student experience manifestations. Therefore, the research was divided into two phases. The first consists of a systematic review using the Brazilian Digital Library of Theses and Dissertations (BDTD). The second is a teaching proposal to be implemented in the weekly Education and Citizenship Preparatory Course class at UFSCar, Sorocaba campus. Of the 81 selected papers, 8 were selected for reading and analysis. Many papers were developed during the pandemic, which made the flipped classroom methodology the most common. Regarding the experience, all the dissertations contain theoretical principles consistent with the theoretical foundation of this work. However, when analyzed by teaching sequences, only three dissertations incorporate and articulate the experience in the development of the proposals. The second phase consisted of developing and implementing a three-stage teaching proposal at the Education and Citizenship Preparatory Course at UFSCar - Sorocaba campus. The first phase of the flipped classroom had low participation, which seems to indicate a hint of traditionalism in the face of an active approach. The second phase required adaptation to facilitate the activity in groups, which took different approaches to solving the problem. One group first discovered a problem and then detected the numerical data, while the other set out to search for data to analyze the range of possibilities and then decide which to select and why. The third phase, centered on presenting the results, revealed, despite initial hesitation on the part of the students, a systematization of the vivid learning process and the expression of student experiences that influenced decision-making in developing the proposal.