Resumo:
One of the strategies that have been used in higher education for its modernization are active methodologies. Unlike traditional teaching, they seek a more active role for students during the educational process. Thus, given the context of low engagement that higher education is in, the objective of this work is to analyze student engagement and learning from the use of active methodologies Peer Instruction and Just-in-Time Teaching in a discipline of Teaching Practice I of the Physics Degree course at the Federal University of Itajubá, in a remote teaching context. For this, a literature review was first carried out in order to understand the main demands and theories on engagement and active methodologies. After that, the Peer Instruction and Just-in-Time Teaching methodologies were implemented in the Teaching Practice I discipline. From the notes in the field diary and data collection in the online classroom, the effectiveness of the methodologies for learning and for the engagement of the students was analyzed through the binomial statistical test and a questionnaire. Thus, the responses of 21 pairs of conceptual questions, applied through the dynamics of the Peer Instruction methodology, were analyzed, of which 17 had a significant effect on learning and student engagement. Through the questionnaire it was possible to understand that students felt engaged in the discipline and approved the use of active methodologies. Thus, it was possible to conclude that the use of the Peer Instruction and Just-in-Time Teaching methodologies have great potential for students to learn in Physics and to engage them in the teaching and learning process.
