ACTIVE METHODOLOGY: PEER INSTRUCTION - ORIGIN, APPLICATION, AND BENEFITS FOR TEACHING PRACTICE

Abstract

The contemporary educational context challenges teachers to leave their comfort zones, demanding innovations in their pedagogical practices to satisfy an increasingly demanding and immediate student body. In this scenario, active methodologies emerge as valuable tools to assist educators in the task of improving the quality of teaching and, consequently, meeting the needs of the new generation of students. This study aimed to investigate the active methodology Peer Instruction, analyzing its genesis, implementation, and the benefits it can provide to teaching practice. It sought to understand how this pedagogical strategy can foster the development of critical and collaborative skills in educational contexts, both face-to-face and virtual, and assess its impacts on the teaching-learning process. To achieve the purposes of this theoretical research, a Literature Review was chosen, carried out through a bibliographic survey on the subject. The results indicate that the Peer Instruction methodology is pragmatic in implementation, adaptable to student realities, cost-effective, and promotes significant results in the teaching-learning dyad.