Metodologias ativas no ensino superior a distância: reflexões para a atuação docente

Abstract

Active teaching-learning methodologies are collaborative strategies that enable greater interaction between educators and students, assisting students in time management, autonomy, creativity, and learning. Both are protagonists in this teaching and learning process that occurs in different teaching modalities, including distance education. With the purpose of analyzing productions about active teachinglearning methodologies in higher education in the distance learning modality, a narrative review of articles published in peer-reviewed academic journals was conducted, considering the last five years (2019 to 2023). As a result, five research articles that employed active teaching-learning methodologies in higher education distance learning were selected. Regarding the studies, one applied the Maguerez Arch, one used mind mapping, two employed gamification, and one combined gaming and concept mapping. All undergraduates were from teaching courses, except in study 2, which combined students from teaching and bachelor's courses. Of the five studies, three took place in public institutions and two in private institutions, and all conducted feedback questionnaires, except for study 2, which used selfreporting, and study 4 combined self-reporting and a questionnaire. Two studies also used forums for interaction between educators, tutors, and students. Regarding the role of educators as attractors and guides, the studies examined here showed that it is plausible to execute the methodologies in a procedural manner. In addition to promoting autonomy and learning, active teaching-learning methodologies demonstrate the three movements of learning: individual, group, and guided, confirming the feasibility of active methodologies in higher education distance learning.