THE CHALLENGE OF THE USE OF ACTIVE METHODOLOGIES OF TEACHING IN UNDERGRADUATE COURSES

Some scholars point out that the models of learning based on competences and active methodologies will facilitate the integration of the students to the new academic knowledge and, later, also to the professional world, thus allowing a greater integration in the society, where the learning is a constant necessity. In this scenario, a change in teaching methods becomes necessary; new methods for teaching work should not be based on teaching (focusing on the professor), but on learning (student-centered) [1]. For this, the Problem-Based Learning (PBL) methodology presents itself as an interesting tool. However, because the educational challenges are innovative, such tools need to be adapted to the complex scenario that is presented in the learning environment. According to Mennin [2], the science of complexity provides a differentiated view through which one can understand the application of PBL within the academic environment. In this context, the author says that a classroom can be referred to as a Complex Adaptive System (SAC) "where many actors are constantly adapting to each other and the emerging future is very difficult to predict [3]". In this scenario, the uses of active methodologies, such as PBL, together with the assumptions of the Complex Adaptive Systems, could be useful to develop the necessary skills to guarantee the teaching-learning process in undergraduate courses and the development of competences and skills needed for the professional development of students. This article presents an educational experience developed with students of the undergraduated course of Software Engineering of the Federal Institute of São Paulo (Campus Boituva-Brazil). The objectives of this work are to present possible solutions to the challenge of using active teaching methodologies in undergraduate courses based on the identification of aspects considered relevant by students and professors. Specifically, the PBL was evaluated along with the assumptions of Complex Adaptive Systems (SAC) in solving real problems from a multidisciplinary approach used in one of the subjects of the undergraduate course of Software Engineering. Qualitative questionnaires were used in order to understand the positive and negative aspects indicated by students and professors in the use of PBL and SAC for the learning process of the contents of the subject entitled Integrated Computing Projects. It was also sought to investigate with the same instrument aspects related to the evaluation process and its results in light of the teaching approaches adopted in the subject. The answers generated in the questionnaires were analyzed with the aim of identifying possible solutions for improvement in the adoption of active methodologies in this undergraduate course.