Competency-based teaching and active methodologies: implications on pedagogical practice of teachers

Abstract

This paper aims to relate the conceptions that are present in competency-based teaching to the ones present in active methodologies, considering the use of Digital Information and Communication Technologies (DICT) as a didactic-pedagogical resource, and verify the implications on the pedagogical practice of teachers. The article was elaborated based on bibliographical research of an exploratory-descriptive nature, through the analysis of literature within the educational environment. The study demonstrated that competence-based teaching emerges as an important approach before what is expected from the formation of students that is carried out in schools, the need for a greater functionality of the contents taught, enabling learning through the mobilisation of knowledge, ability and attitudes when facing different situations and contexts. Active methodologies, nevertheless, are reborn, supported by the former New Education ideas, reverberating in active and meaningful learning, given the motivation arising from digital technological resources, through student action when facing pedagogically elaborate problem-situation. The teacher assumes a relevant role of conducting the teaching and learning processes, making a dynamic and interactive environment of the classroom, to provide meaningful learning and promote the development of competencies.