Abstract
The study has two complementary objectives: to present the Active Teaching-Learning Methodologies (MAEA) applied, guided by constructivist-interactionist educational processes, in a odontology undergrad course of a federal university; and anylise the student acceptability and these methodologies. The research constitutes itself of an observational study with a transversal delimitation. MAEA has been experienced by 175 students who attended two mandatory theoretical disciplines, being 91 of the first (freshmen) and 84 of the last year(veterans). 161 students (92,4%) answered the questionnaire, evaluating the discipline content acceptability, presential and preparatory activities, the professor's didactic, the student/professor empathy and the student commitment. A high student acceptability to the andragogic activities was identified in the evaluated domains: theoretical content (92.4%), presential activities (82.0%) and preparatory activities (69.9%). It was concluded that there was excellent acceptability of the active methodologies by the students who participated of the research, being higher and less didactic-dependents among the veteran students. it was Legitimized the educational paradigm assumptions innovator/active and its introduction since the initial years of undergrad.
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