Metodologias ativas na educação: utilização de rotação por estações da aprendizagem nas aulas de química

Abstract

Considering the current technological scenario in all spheres of society, the school requires innovations in the act of teaching in order to break with mechanized classes and highlight the protagonist role of the student in his construction of knowledge, preparing him to be active in the field. where you live. The present study deals with the use of active methodologies in education, with the general objective of using the strategy called Rotation by Learning Stations in order to contribute to the teaching and learning process. We opted for a field research, in which we sought to carry out an investigation with a practical class, observations and questionnaires. In the same way, bibliographical research was used for theoretical basis and is also classified as a basic research of the descriptive type with a quali-quantitative approach. In the meantime, the aforementioned active methodology was used in a 2nd year class of the Integrated Technical Course in Chemistry at the Federal Institute of Amapá (IFAP), with the participation of thirty students, to streamline teaching and provide greater interaction in classroom. The results showed that this methodology proved to be effective and helped students to develop critical thinking, fostering autonomy in solving problems and issues listed through the tools used. Considering that 24 students rated it as excellent and 6 considered it good, it is important to highlight that there was no type of rejection in the classroom. Thus, this work increasingly promotes a new look at these pedagogical actions and proposes that teachers reflect on their educational praxis, as this way it is possible to achieve the formation of participatory citizens and the much-desired social transformation.