Significant and Autonomous Learning of Scientific Writing by Active Methodologies in Portuguese Language classes

Abstract

The teaching and learning process undergoes transformations in order to strengthen the quality of education offered. With the implementation of new didactic models, which break with the traditional and reinforce the active posture of learners [4], the use of active learning methodologies has been a constant for several teachers. Currently, studies such [6], [7] [8] and [10] have shown a strong advance, in Higher Education, of using active methodologies to improve the quality of education as well as to promote student autonomy and meaningful learning. In this study, the main objective was to show, mainly from the perspective of engineering students from a federal public university, such as the use of active methodologies, in Portuguese language classes developed in the first semester of 2017, gave them more autonomy in studies beyond learning of scientific writing. For data collection, the techniques of teacher observation and the filling out of a form provided by Google Docs were used. With a response rate of 62,7%, the results showed that, although 13% were accustomed to the lectures, 98,6% considered that the use of strategies of active methodologies was useful for the development of oral and written communication competences. In addition, 88,4% said they learned a lot and knew how to seek information, when necessary, which reinforced the promotion of autonomy. On the other hand, in terms of active posture, 2,8% of all respondents assumed that they did not really care about learning, since they were not fully responsible and committed to the activities performed. Thus, it is concluded that the use of active methodologies stimulates the learner to learn, allowing him to take an active and autonomous stance in favor of meaningful learning.