VIVENDO DESAFIOS E MUDANÇAS ATRAVÉS DAS METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UMA REVISÃO INTEGRATIVA

Abstract

The text addresses social transformations, contrasting the "solid" state, characterized by stability, with the "liquid" state, which is fluid and uncertain. In this new context, education, especially in the school environment, is profoundly affected. Freire (2007) highlights the importance of the teacher in the formation of a critical society, and theories by Dewey and Schön emphasize the need for reflective practices to face challenges. Active methodologies, according to Ferreira (2017) and Oliveira et al. (2019), promote dynamic teaching, integrating theory and practice, and preparing students for the job market, while Moran (2015) advocates the transformation of traditional teaching into collaborative and active approaches. The study used an integrative literature review, focusing on the use of active methodologies in higher education, with the central question being the importance and application of these methodologies. The LILACS and BVS databases were consulted, resulting in the selection of 10 relevant studies among publications from 2018 to 2023. The discussion reveals that active methodologies are effective in various educational contexts. Studies, such as that by Oliveira et al. (2023), show that these approaches increase student motivation and performance, although they emphasize the need for institutional support and continuous training for teachers. The acceptance of these methodologies was particularly positive in disciplines such as human genetics (Santos et al., 2024), with variations in acceptance among groups, such as women and dentistry students. Bohrer et al. (2023) highlight the effectiveness of educational games, which make learning dynamic, but also face challenges in adapting and selecting resources, reinforcing the importance of teacher training. Student motivation, according to studies by Filho et al. and Dias et al. (2023), is influenced by factors such as gender and learning styles, and clarity in educational objectives is essential. However, challenges persist, such as the lack of pedagogical training for teachers (Castaman and Santos, 2023), and the pandemic has brought new demands, suggesting more intense collaboration between schools and families (Freire et al., 2022). The study concludes that active methodologies outperform conventional methods, empowering students and improving their performance. However, the success of these approaches depends on the continuous training of educators and institutional support, especially in post-pandemic contexts. It is crucial that methodologies are flexible, adjusted to students' needs, and promote a collaborative environment. Future studies should not only evaluate the effectiveness of methodologies, but also explore how to adapt them to meet different audiences and contexts, ensuring inclusive and motivating education.