Metodologias ativas: contribuindo no estudo de frações

Abstract

The aim of this article is to show the instructive and pedagogical potentialities of the Active Methodologies used in classes, through the fractional number content applied in a 5th year elementary school class in a private school located in the city of Caxias do Sul. This paper intends to encourage teachers to make use of pedagogical alternatives and to contribute to the proceeding of their formation. It presents the stages and considerations resulted from a study whose objective was to identify which are the contributions that the Active Methodology has in the teaching and learning process. This article has considered the interaction between student, teacher and content, what results in a more dynamic learning procedure, in which everybody can have the opportunity of building the knowledge by expressing opinions, debating and generating ideas and options for a better improvement. The chosen strategy was the Active Methodology by Questioning, which aims to urge students to elaborate questions about the content of fractional numbers as a way to make them develop their own investigations about what is being treated. The experience arising from the application of the new Active Methodology in education has contributed to the student’s interest and enthusiasm in learning in a different way compared to the traditional one. Through questioning, it is inferred that student’s learning is favoured because it stimulates the development of observation, explanation and critical sense. The experience of appliance an Active Methodology in teaching fractional number content has demonstrated that, when the student is the author of his own knowledge, the result is a meaningful learning.