O uso da aprendizagem ativa em oficinas didáticas para a educação básica: funções do adjetivo em sala de aula

Abstract

This dissertation investigates the implementation of didactic workshops for teaching the syntactic function of adjectives in Basic Education, focusing on promoting active and participatory learning. The methodology used was based on action research, with the application of workshops in a high school class, following the identification of students' difficulties in using adjectives. The main hypothesis was that the use of interactive methodologies, such as games and dynamic activities, could improve students' grammatical understanding. The results suggest that the workshops contributed to an enhancement in students' ability to identify and use adjectives and their syntactic functions more effectively in different grammatical contexts, highlighting the relevance of addressing the topic in a more in-depth and practical manner, especially in a scenario where textbooks often do not adequately explore the subject. The workshops, grounded in Active Learning Theory (Pilati, 2017), provided a collaborative environment that valued students' prior knowledge and stimulated critical thinking, thereby promoting a more reflective and effective education.