Metodologias Ativas na Educação Superior: aprendendo e ensinando na Prática Docente

This book is the result of teaching with research and research with teaching carried out by researchers from the Center for Studies in Learning and Knowledge (NAC), which was founded in 2008, at the Federal University of Paraíba (UFPB). The capture of financial support, through CNPq notices, specifically the Universal Notice, enabled the development of various research and teacher training actions, which made it possible to expand knowledge about the complexity of the dimensions of the Learning in Action System in general and, specifically, the development of various research integrated into teaching that enabled the development and adaptation of several active methodologies at the Observatory for Research and Practice in Administration (OPPA). The book aims to disseminate the research and practice results achieved by NAC researchers to the national and international community, with the purpose of collaborating to improve training processes and teaching practice in all areas of knowledge. This work is structured in three parts. The first addresses the theoretical and practical aspects related to the use of active methodologies in higher education. The first chapter aims to present the theoretical bases of active methodologies. The main focus is to present to the reader their supporting theory, the theory of experiential learning. The second chapter presents the bases for the use of active methodologies in teaching practice. As a highlight, the chapter brings the process of planning and dissemination of methodologies and a reflection on the challenges and limitations for their use in higher education. The second part of the book presents several active methodologies developed or adapted for higher education. The methodologies covered are problem-based learning, project-based learning, teaching cases, comic books, dynamic concept maps, news panels and dynamic seminars. For each active methodology, a characterization, meaning, skills that can be developed or enhanced, operationalization and evaluation of the results of its use by the teacher in the classroom are presented. In the third part, two innovative and agile methodologies were included as a contribution to expanding the book's dissemination perspectives, including Hackathon and Scrum, following the same presentation structure as the active methodologies presented in the second part. Our purpose with this work is to assist in teacher training and student learning, so that training in higher education promotes the institutionalization of transformative and meaningful learning environments for all agents involved.