Contribuições de metodologias ativas no ensino e aprendizagem: o projeto de trabalho na construção do conhecimento

Abstract

This research evaluated the contribution of the work project, a type of active methodology, to learning and knowledge formation of undergraduate students enrolled in courses of Technology of Cachaça Production and Food Engineering in the Federal Institute of Education, Science and Technology of Northern Minas Gerais – IFNMG Salinas Campus. This was achieved by verifying how these students actively worked in building their knowledge, utilising the study theme of "Training of tasters and examination of the sensory quality of still cachaça". This research's methodology is both qualitative and quantitative. Four techniques were employed to assess learning: the questionnaire (applied three different times throughout the study); the concept map (completed at two other times to evaluate the students knowledge advancement at the beginning and the end of this research); discussion groups (completed three times with themes related to the research's progress; where each of the project's stages was collectively discussed); and the self-assessment of learning (where the students were able to self-reflect about their individual and collective engagement and learning during their participation in the research). The students were encouraged to think and reassess the concepts and practices already studied, sharing the experiences in their respective courses. This yielded positive results, making evident that applying active methodologies was satisfactory, enabling the students to become involved in their learning process and building knowledge. This also produced positive results in obtaining quality education that should be constantly fostered and applied in schools. The students displayed increasing motivation and effort to complete the activities and considered the technical methodologies to be innovative. They reported growing interest in sensorial analysis after this practical experience and participating in the workshop utilised in this research. Furthermore, as an outcome of this study, a still cachaca sensorial tasters panel was formed, including eight members. The board utilised a cachaça produced in the Salinas region due to research completed by the teacher Dr Oscar William Fernandes, at the same institution. Based on the activities developed, the observations collected, and students' reports, it was possible to measure how much project work can actively and positively contribute to the learning development of undergraduate students.