Active methodologies

proposal for categorization according to means and didactic conditions

Abstract

It presents bibliographic research on active teaching-learning methodologies, produced in an initial phase of bibliometric analysis on the subject carried out during a post-doctoral internship. Noise caused by the lack of clear conceptualization and standardization in the nomenclature used in the area proved to be problematic in systematic searches in scientific databases. Thus, the objective of this research is to identify the active teaching-learning strategies present in the scientific literature, grouping them by theoretical-pedagogical similarities and elucidating possible noise caused by the lack of terminological standardization. From a survey carried out in 21 books and 143 articles published between 2011 and 2020, 60 terms referring to active methodologies were found, with their respective synonyms and English versions, of which 55 referred to strategies, 2 to approaches and 3 to tools. The strategies were grouped by similarities according to the means and didactic conditions, totaling 11 different approaches: 1) research and/or use of scientific precepts, 2) problem solving; 3) representation/staging; 4) flexibility; 5) realistic experiences and achievement of shared goals; 6) evaluation; 7) use of games or game elements; 8) use of digital technologies; 9) multiplicity and discussion of ideas; 10) performing simple and/or conventional tasks; and 11) others. Such categorization does not exhaust the theme or fix places and definitions, but it proved to be essential for carrying out a systematization for future discussions and new discoveries.