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No. of bitstreams: 1 ROBINALVA FERREIRA.pdf: 7408148 bytes, checksum: 9695152f9d9aeea7f2261a00b9d10b98 (MD5) Previous issue date: 2017-11-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis was framed in the Research Training, Policies and Practices in Education, in the Doctoral Program of the Graduate Program in Education (PPGEdu) of the Pontif?cia Universidade do Rio Grande do Sul (PUCRS), and had as general objective to analyze the advances and challenges of the use of Active Methodologies (AM) in the training of students from the perspectives of teachers and students of a University in Santa Catarina. As for the empirical tapestry: the research was developed through a qualitative approach (AMADO, 2014), using the case study (L?DKE and ANDR?, 2003), having as a locus a Catarinense University. In the sense of the complementarity of the study, I also researched in a Portuguese university. The data were collected in three ways: an interview with teachers (seven), a focus group with students (four) and the use of principles of documentary analysis in institutional documents such as the teaching / learning plan, PPC, PPI and report of notes. Data analysis was done using the qualitative technique of Discursive Textual Analysis-DTA of Moraes and Galiazzi (2014). The theoretical tapestry was constructed from the elaboration of the state of knowledge (MOROSINI, 2006): higher education: national and institutional legislation; higher education: planning; higher education: teacher and student. The final tapestry, meta-text, resulted from the tapestry of the analysis, triangulation, description, interpretation and argumentation of emerging categories. The main results were as follows: many advances in the use of AM: As for internal choreography: student: more learning, more politicized, more reflexive, more critical, more autonomous, more reading, protagonist, culture change, more capable to professional practice, small increase in their grades. As for the choreographic variables: improvement in relations, use of differentiated physical space such as Laboratory of Innovative Methodologies and Future Teacher Education Laboratory, better grades of teachers, students participate in the decision of contents and evaluations. As for the external choreography: institutional: teacher participation in continuing education about AM, participation as AM teachers, change of teaching and learning conception, accession of many teachers to the use of AM. Internal choreography: class, problematization, theory / practice, use of ICTs. Regarding the challenges: internal choreography: student, building student engagement, student culture, reading difficulty, writing, Basic Education deficiency, pre-class activity, lack of time / student worker, difficult to concentrating in LIM, initial resistance in the first AM classes. External Choreography: institutional, criticism and resistance of some teachers in the use of AM, lack of time for planning and evaluation, precarious Basic Education that hardly discusses AM, study group with little in depth on the subject, volatility of teachers' disciplines, extensive curriculum, need for co-reflection among teachers, exchange of experience, supervision, practicing more what is studied, and said about AM and the need for the enhancement of teaching. The results indicate that innovative practice is taking place in the university classroom. The research also presents the approximations and distances in the use of AM by Brazilian and Portuguese interlocutors. It is necessary to continue to deepen this thematic. / Esta tese foi tran?ada na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, no Curso de Doutorado, do Programa de P?s-Gradua??o em Educa??o (PPGEdu) da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS), e teve como objetivo geral analisar os avan?os e desafios da utiliza??o de Metodologias Ativas (MA) na forma??o de estudantes na perspectiva de docentes e discentes de uma Universidade Comunit?ria Catarinense. Quanto ao tran?ado emp?rico: a investiga??o foi desenvolvida por meio de uma abordagem qualitativa (AMADO, 2014), utilizando o estudo de caso (L?DKE; ANDR?, 2003), tendo como locus uma Universidade Comunit?ria Catarinense. No sentido da complementaridade do estudo, tamb?m foi pesquisado em uma universidade portuguesa. Os dados foram coletados por tr?s vias: a entrevista com docentes (sete), o grupo focal com estudantes (quatro) e uso dos princ?pios da an?lise documental em documentos institucionais como o plano ensino/aprendizagem, PPC, PPI e relat?rio de notas. A an?lise dos dados foi feita utilizando a t?cnica qualitativa da An?lise Textual Discursiva ? ATD, de Moraes e Galiazzi (2014). O tran?ado te?rico foi constru?do a partir da elabora??o do estado do conhecimento (MOROSINI, 2006): Educa??o Superior: legisla??o nacional e institucional; Educa??o Superior: planejamento; Educa??o Superior: docente e estudante. O tran?ado final, metatexto, resultou do tran?ado da an?lise, triangula??o, descri??o, interpreta??o e argumenta??o das categorias emergentes. Os principais resultados foram os seguintes: muitos avan?os na utiliza??o da MA; quanto ? coreografia interna: estudante: mais aprendizagem, mais politizado, mais reflexivo, mais cr?tico, mais auton?nomo, mais leitura, protagonista, mudan?a de cultura, mais apto para a pr?tica profissional, pequeno aumento de notas. Quanto ?s vari?veis coreogr?ficas: melhora nas rela??es, utiliza??o de espa?o f?sico diferenciado como Laborat?rio de Metodologias Inovadoras ? LMI e Future Teacher E-ducation Laborat?rio, melhor nota do docente, alunos participam da decis?o dos conte?dos e das avalia??es. Quanto ? coreografia externa: institucional: participa??o de professores na forma??o continuada sobre MA, participa??o como ministrantes de MA, mudan?a de concep??o de ensinar e aprender, ades?o de muitos professores na utiliza??o da MA. Coreografia interna: aula, problematiza??o, rela??o teoria/pr?tica, utiliza??o TICs. Quanto aos desafios: coreografia interna: estudante, gerar engajamento do aluno, cultura do aluno receber, dificuldade de leitura, escrita, defici?ncia da educa??o b?sica, realizar atividade pr?-aula, falta de tempo/aluno trabalhador, dificuldade de concentra??o no LMI, resist?ncia inicial nas primeiras aulas com MA. Coreografia Externa: Institucional, cr?tica e resist?ncia de alguns professores na utiliza??o da MA, falta tempo para planejamento e avalia??o, Educa??o B?sica prec?ria que pouco discute MA, grupo de estudo com pouco aprofundamento, volatilidade de disciplinas dos docentes, curr?culo extenso, necessidade de correflex?o entre docentes, de troca de experi?ncia, de supervis?o, de praticar mais o que se estuda e fala dobre MA e necessidade de valoriza??o da doc?ncia. Os resultados sinalizam de que est? ocorrendo a pr?tica inovadora na aula universit?ria. A pesquisa tamb?m apresenta as aproxima??es e distanciamentos na utiliza??o da MA por interlocutores brasileiros e portugueses. ? necess?rio continuar aprofundando essa tem?tica.