Metodologias ativas de ensino e a motivação para aprender: percepções de estudantes de odontologia

• Ano de defesa: 2019
• Autor(a) principal: Menegazzi, Thiago Calabraro
• Orientador(a): Sousa, Carlos Ângelo de Meneses
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Ensino; Educação superior; Metodologias ativas; Educação em odontologia
• Palavras-chave em Inglês: Active methodologies; Graduate education; Dental education; Learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2663

This research is part of the Education, Technology and Communication line of the Master’s and Doctoral Program in Education of Católica University of Brasilia and on the set of studies of the UNESCO Chair of Youth, Education and Society of the same institution. Its proposal was to analyze the perception of dentistry students of the Federal District (DF) regarding their motivation to study and their learning in relation to active teaching methodologies (ATMs). As theoretical references: Zigmund Bauman, John Dewey and Anísio Teixeira stand out among others. A quantitative-qualitative research was carried out in two phases: the first, with the application of a pre-structured survey to the students of the initial and final periods of the universities of the DF, whose data supported the accomplishment of the second phase, characterized by the realization of focus groups and a qualitative interview with part of this target population, with the proposal to seek a broader understanding of the issues raised. The results showed a very positive perception (89.7%) of the use of ATMs, with 56.3% of the respondents saying that these methodologies “motivated them a lot” to study and 51.9% described them as “fundamentally for better learning”. The main reasons for this positive assessment were the students’ perception that they "learn more" with the ATMs, besides the greater interactivity in the classroom and the possibility of not having a "conventional lecture". In contrast, as demotivating factors, they highlight the lack of qualification of the professors to conduct these activities, in the quantity and the quality of the extra-class activities. Considering the limits of this research, it was possible to verify that, despite the greater motivation to study and learn, there is a partial understanding of the students about the paradigm shift that the ATMs intend to represent. Although the importance of learning autonomy has been recognized, the vertical relationship between teachers and students was confirmed.