METODOLOGIAS ATIVAS NO PROCESSO ENSINO-APRENDIZAGEM: UMA ABORDAGEM DAS MUDANÇAS SOCIAIS

Abstract

We define society as a harmonic intraspecific ecological relationship, where its components play specific working roles for the benefit of the whole. Our society is not perfect and is constantly changing. The components of this society, characterized by the ability to adapt to the most diverse types of environment and its variations, pass on their knowledge, fruit of mistakes and successes, to subsequent generations. We call this transmission of knowledge education and this educational process needs to be modified, according to the needs of new members of society. There is a need to adapt the educational process, knowledge and methodology to the current reality. The educational context is changing again. Teachers describe the students' lack of interest and responsibility, reflecting the absence or change of objectives; while students report dull, repetitive, customary classes. According to Diesel, Baldez, Martins1 (2017) apud Bauman (2009), “the past is solid and the present is liquid”, that is, it is fluid, adaptable to the environment in which it finds itself, assuming the necessary form to fulfill its functions. Like everything that makes up life, education also adapts, it has always adapted. Today, more than ever, in a post-pandemic world, it adapts in all its aspects. The role of the teacher changes, the contents displayed and appropriated by the students and, mainly, the teaching techniques. It is necessary to understand that the ways of teaching are as important as what is taught at all levels. According to Paiva et al. (2016), learning and teaching are complementary and depend on several factors from each other, such as what will be taught and how it will be learned, not bringing uniform results, but variables. This article is based on a literature review and practical classroom observations in Elementary, High and Higher Education.