University teaching and student learning

In search of answers on how Active Methodologies can make the class more meaningful

Abstract

This scientific essay, aims to reflect on university teaching and student learning, in order to seek answers on how Active Methodologies can make the class more meaningful to the subjects involved, being they teachers and students. The theoretical research of this subject is fruit of the studies of the Group of Research in Education and Technologies (GPET). The on-screen study evidences in its theoretical reference the Active Methodologies, its concept and main exponents, besides discussing how it becomes relevant to ally them with the digital technologies and, finally, presents Problem-Based Learning as an alternative to university education. As results, we present that the Active Methodologies contribute to the students’ learning, as real subjects of the process, generating teaching practices that can innovate. Thus, the Active Methodologies, with the combination of digital technologies and Problem-Based Learning, are references for a pedagogical action that advocates training based on the resolution of real challenges, giving more meaning to professional training, both of those who teach, how much of who learns.