EVALUATION OF THE USE OF ACTIVE METHODOLOGIES IN THE PEDAGOGICAL PRACTICES OF UNIVERSITY TEACHERS

Abstract

This article sought to discuss Active Methodologies in University Teaching Practice, used as innovative didactic alternatives for teaching and learning in undergraduate courses. Thus, the general objective was to evaluate the use of active methodologies in pedagogical practices. The methodology was basic research, descriptive with a qualitative and quantitative approach. The final sample was made up of 119 participants including professors, higher education course coordinators and dean of Undergraduate Studies. For data collection, the data collection technique was applied and as instruments two questionnaires and a check list for document analysis of: Pedagogical Projects of the Courses; National Curricular Guidelines and the Institutional Development Plan. The main results demonstrated that the use of active methodologies is considered an innovation as it generates a paradigm shift in the epistemology of pedagogical practice, in the way of teaching and learning, different from traditional methodology. In general, it was concluded that active methodologies strategies in the university context encourage active learning among students and bring about changes in pedagogical practice, standing out as didactic alternatives for teachers who intend to innovate and make a difference in the 21st century University.