The use of active methodologies in Physics teaching in public schools from Marabá

Abstract

The exclusive use of expository classes in Physics teaching makes us rethink the diversity of methodological approaches. This research aimed to understand the use and/or absence of active methodologies in Physics classes in the nucleus of the new city in Marabá-PA. In addition to listing the difficulties of using these methodologies in the classroom and evaluating the contribution of continued training to the use of active teaching methodologies. The research is qualitative in nature, with a descriptive approach, involving 5 Physics teachers linked to public schools located in the nucleus of Cidade Nova in the municipality of Marabá, PA. For data collection, a questionnaire was used, and for data analysis, we used Bardin's content analysis technique. The results demonstrated that the lack of time and planning, student demotivation, insufficient student participation and the absence of tools are factors that negatively influence the application of active methodologies. It was also possible to conclude that some teachers did not have approaches to active methodologies during their initial training and, although they recognize the contribution of continued training, teachers face difficulties in finding courses focused on this methodology, which ends up limiting the implementation of new teaching practices. . In this sense, they demonstrate the need for continuing training courses specific to active methodologies, with the aim of assisting in teaching practice.