A problematização como ferramenta de formação de professores sobre metodologias ativas.

The present study aimed to identify teachers' understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. To this end, a training course was proposed to discuss the use of active methodologies in the school context. In the first and last meeting of the course, a questionnaire was applied to verify the teachers' understanding of active methodologies, their use in the school context and the teachers' evaluation of the course. This was organized according to the availability of school hours, divided over five meetings, one each week in a row, and its organization was based on the methodology of problematization with the Maguerez arch. At the end of the course, there was a broader view on the part of teachers about the understanding of the theme, where they report that active methodologies are more related to solving students' daily problems, focusing more on the teaching and learning process than using teaching strategies, as seen earlier. As for the evaluation of the course, the professors believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice, is emphasized. [ABSTRACT FROM AUTHOR]