APPLICATION OF ACTIVE METHODOLOGIES IN TEACHING PHYSIOLOGY IN PHYSICAL EDUCATION COURSES

Abstract

Introduction: Pedagogical practices mediated by active methodologies in higher education can streamline and improve the teaching and learning process, promoting student protagonism in relation to their learning. Objective: To report the experience in the General Physiology discipline at the Federal University of Pernambuco with the application of the Problem Based Learning (PBL) method and Flipped Classroom. Experience report: The experience involved students enrolled in the General Physiology discipline of the bachelor's and degree courses in Physical Education, a teacher and four monitors. The application of active methodologies occurred in six stages – structuring the activity; formulation of a guiding question; choice of the leading question and organization of the work plan; seminar presentation; evaluation strategy; student autonomy and facilitating the learning process. The product of the activities was presented and discussed at the end of each semester. In this experience, monitors and teacher mediated and facilitated the understanding of the content covered in the discipline. Students reported the importance of integrating topics of interest and related to their daily lives, which enabled the construction of knowledge in a dynamic, participatory, creative and dialogical way. Conclusion: The combination of active methodologies streamlined the teaching and learning process of the undergraduate students involved, favoring the understanding of the contents of the Physiology discipline. The educational experience integrated prior knowledge into the student's daily practices. Through active methodologies, the student became the protagonist of their learning, transforming the classroom into an active learning environment. Experience has indicated that the complexity/density of content does not prevent the effective use of active methodologies.