The present work brings in its context the discussion about educating
professors in the perspective of building teaching knowledge, which indicates
the reflection about the pedagogical practice that nowadays needs to educate
citizens with critical thinking, ready to assume their role in accord with the
needs of society. In this context, there are teaching practices based on
different processes, entitled active methodologies, which aim to put students
as the protagonists of their learning process, favoring autonomy development
and collaborative learning. We therefore describe the steps taken to answer
the focus-question that guided this dissertation: how can professors’ training,
with an emphasis on active methodologies, contribute to reframe pedagogical
practices of professors of the Amazonas State University (Universidade do
Estado do Amazonas – UEA), in the Manicoré municipality? To do so, we
elaborated the general objective of the research, which consisted in developing
a professors’ training workshop to foster reflection on the teaching practice
based on the principles of active methodologies in the Amazonas State
University in Manicoré. To reach this goal, the theoretical basis of this work is
based on the studies of Moran (2015), Freire (2006), Almeida (2005), Berbel
(2011), Lucarelli (2000), and Zabalza (2004). The empirical basis, on the other
hand, has a qualitative and exploratory approach, built with methodological
procedures such as bibliographical research, participant observation
(PERUZZO, 2017), specialists’ panel (PINHEIRO; FARIAS, ABE LIMA, 2013), data
gathering, opinion analysis, product materialization and validation by the
OficinAtiva: ways to innovate in class. Through the data collected, it became
evident that professors did not yet know active teaching-learning
methodologies and showed great interest in using them in their classes.
Participating in the OficinAtiva allowed them to comprehend in practice the
principles that guide these methodologies, which is a determining factor for
them to give new meanings to their pedagogical actions and build knowledge
in a diverse way.
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