Resumo:
The impact of technology on education has been bringing new challenges to the
teacher in last decades, causing changes in the educational context of schools and
breaking with traditional ways of teaching and learning. The Digital Information and
Communication Technologies (DICT) are frequently used by students in their daily
lives on multiple digital platforms, what highlights challenging situations for teachers
in public and private schools, situation that could be minimized by an introduction of
innovative methodologies, making teaching more interesting and closer to the reality
of “digital natives.” In this context, this thesis has the general objective of establishing
a relationship between Active Methodologies, Personalization and Universal Design
for Learning, in an experience in Natural Sciences hybrid teaching, demonstrating,
that they can contribute to make the student more and more participatory and
autonomous. The COVID-191 pandemic has accentuated the teacher's
responsibility to learn about the new uses of DICT in teaching and learning and
improving communication with their students through remote teaching. In this way,
this work sought to deepen the studies on active methodologies applied to the
Natural Sciences teaching, to demonstrate the relationship between them and
student personalization, and between both of Universal Design for Learning, as a
contribution to improving the performance of students and teachers. The work
methodology was based, firstly, on the bibliographic review about the subject, with
reading and recording of books and articles, seeking the foundations of the proposed
objectives, in situations used in the teacher's pedagogical practice within the Science
classroom. To verify the frequency of use of active methodologies in the Science
classroom, with or without DICT, a survey was conducted among Elementary School
students, from a private school in the South of Minas Gerais and an interview with
the teacher responsible for the class. The results of this study indicate that active
methodologies provide greater learning and increase student interest, especially if
combined with DICT. On the other hand, the research confirmed the importance of
the teacher knowing the active methodologies applied in classroom situations, with
or without the use of DICT, revealing that democratic access to them by all students
is an essential condition for the general improvement of teaching learning.