Metodologias Ativas no Ensino Superior e Permanência Estudantil

Análise de uma Experiência Pedagógica Aplicada à Disciplina de Gestão de Cooperativas na Universidade de Brasília

Abstract

This article analyzes the potential of active learning methodologies in higher education as a strategy to strengthen student engagement and contribute to student retention. The objective of the study is to examine the results of a pedagogical experience developed in the Cooperative Management course offered at the University of Brasília, seeking to understand how different teaching strategies may foster more participatory and meaningful learning processes. The justification of this study is associated with the challenges faced by higher education institutions regarding student dropout and difficulties related to students’ academic integration, which are often linked to low-interaction pedagogical practices. Methodologically, the research adopts a qualitative approach structured in three stages: a literature review on active learning methodologies, student retention, and academic affiliation; pedagogical planning of the course; and analysis of the practical experience developed throughout the semester. The methods employed included lectures, flipped classroom, Problem-Based Learning (PBL), Team-Based Learning (TBL), discussion circles, interviews with cooperative representatives, and a technical visit to a cooperative federation. The results indicate high levels of student engagement, development of analytical competencies, and an increased ability to articulate theoretical knowledge with practical experiences.