Active methodologies

terminological survey according to the means and didactic conditions

Resumo

This article presents a terminological survey and bibliographic review of active teaching-learning methodologies. Conducted during the initial phase of a postdoctoral research project employing bibliometric analysis, this study was motivated by challenges encountered in information retrieval. Specifically, the lack of clear conceptualization and standardized terminology hindered systematic searches within scientific databases. This research aims to identify active teaching-learning strategies discussed in the scientific literature, group them based on theoretical and pedagogical similarities, and clarify potential retrieval issues stemming from inconsistent terminology. A survey of the Pearson and Minha Biblioteca digital libraries, along with the Scientific Electronic Library Online (SciELO), yielded 21 books and 143 articles published between 2011 and 2020. Analysis of these sources revealed 60 terms related to active methodologies, including synonyms and English-language equivalents. Of these, 55 referred to strategies, 2 to approaches, and 3 to tools. The identified strategies were grouped into eleven categories based on similarities in their didactic conditions and employed means: (i) research and/or use of scientific principles; (ii) problem-solving; (iii) representation/role-playing; (iv) flexibility; (v) realistic experiences and achieving shared goals; (vi) assessment; (vii) use of games or game elements; (viii) use of digital technologies; (ix) multiplicity and discussion of ideas; (x) performance of simple and/or conventional tasks; and (xi) others. This categorization, while not exhaustive, provides a crucial foundation for future search strategy development and refinement of terminology within this domain.