Formação docente no ensino superior: desafios e oportunidades de aprendizagens colaborativas com professores de química

Abstract

In this study, we investigated the contributions of a Formative Process with a Collaborative nature for the Continuous Education of Higher Education Teachers, focusing on active learning. The context of our research was the process of teachers adapting to the virtual environment during the Covid-19 pandemic, which led universities to adopt Emergency Remote Teaching. We developed a formative process structured into 12 meetings, which served as the corpus for analysis in this research. Initially, we applied a questionnaire for enrollment in the process, which allowed us to outline the academic-professional profile of the participants. During the meetings, we used audio and video recordings to document the interactions among participants, enabling us to map events and optimize subsequent analyses. The research is qualitative in nature and falls within the field of participant research. The data were analyzed based on Bardin's Content Analysis framework. In the meetings, we sought to create a collective learning environment, with the sharing of experiences and reflections that proved necessary. The topics addressed included Teacher Isolation, Reflection on Practice, and Active Learning. Finally, we followed two teachers in the application of didactic sequences organized based on active learning. We concluded that the ERE period, although challenging, also brought opportunities for teachers to reassess their pedagogical practices and reflect on new possibilities. Teacher training is an important factor influencing their pedagogical practices and the pursuit of continuous education. The formative process offered to university teachers not only provided theoretical and practical reflections on teaching but also demonstrated that collaborative and innovative strategies can contribute to the reconstruction of pedagogical practices in Higher Education. The didactic sequences offered aimed to break away from the traditional and content-focused model, adopting an approach that encouraged students to take a more active role in constructing their knowledge—a characteristic hallmark of active learning—and that contributed to the teaching and learning process.