Active methodologies and the construction of digital portfolios: indicators of interaction, autonomy and new practices in teacher training

Abstract

This article is an investigation about the use of active methodologies in the construction of digital portfolios, as elements of signification in the teaching and learning processes, more specifically in the degree course in Mathematics of the Federal Institute of Bahia – Campus Camaçari. Thus, through a case study, we proposed the survey of interaction indicators among students, teaching practice and digital resources for the expansion of a didactic discussion. This discussion is contextualized through the theoretical-methodological conceptions of autonomy, problematization and evaluation in virtual learning spaces. The study pointed out that, in the presence of multi-semiotic and multilevel subjects, it is necessary to educate for multiplicity of methodologies and didactic critique, therefore there is no way to think of teaching and learning processes in a unitary and depositary way, without the inclusion of collaboration, problematization and autonomy of students. However, it is urgent to disseminate the active methodologies in the practice of the training of future teachers, since rethinking the training process encourages them to build a different, more dynamic and problematizing scenario for their future students.