Metodologias ativas no ensino de geografia: experiências e contribuições do PIBID

Abstract

This study seeks to understand, in a critical and reflective way, how undergraduate students of the Geography course at the Federal University of the Southern Border (UFFS), members of PIBID, experience and apply active teaching methodologies. The problem that led to this research is the following: How do undergraduate students of geography experience and face the challenges of incorporating active pedagogical practices in a school environment that is often resistant to change? The research used qualitative methodology to explore the perceptions of future Geography teachers at UFFS, through semi-structured interviews and a questionnaire on Google Forms. The study involved the collection and analysis of data from ten undergraduate students, with subsequent tabulation and graphic representation of the information. The objective was to understand, in depth, the experiences and views of these students. The research is based on the observation that traditional teaching, centered on the teacher and the memorization of content, still predominates in classrooms, even with advances in discussions on pedagogical innovation. Historically, Geography teaching in Brazil has prioritized content-based practices, disconnected from the reality of the students. Authors such as Moraes and Vicentini criticize this approach for not preparing students to understand the world critically. In view of this, active methodologies emerge as an alternative to promote more meaningful learning that values student protagonism. PIBID has proven to be a fertile space for pedagogical experimentation, as well as experience in school as a teacher. Undergraduate students report positive experiences with approaches such as Project-Based Learning, flipped classroom, hybrid teaching, games, and debates. These practices have promoted greater student engagement and strengthened critical and collaborative learning. The study concludes that, although challenging, the adoption of active methodologies is a viable and necessary path to make Geography teaching more dynamic, reflective, and connected to the challenges of today's society.