Auxiliadora Padilha - Universidade Federal de Pernambuco (UFPE)
Marina Jacinto - UFPE
Isabel Pauline - Instituto Federal de Educação de Pernambuco (IFPE)
Within the Brazilian education context, the need to improve the relationships among teacher and student and teaching and learning (as well as student achievement and learning) has been widely discussed in recent years. Throughout these discussions, active pedagogical approaches have been suggested as potential pathways to improve achievement and student learning, especially as it pertains to meeting students’ varied academic needs. In this research, we want to understand what happens when active pedagogical approaches are implemented in public school classrooms across the city of Recife, in the northeast of Brazil, related to teacher engagement. We ask: What happens when active pedagogical approaches are implemented and how do they contribute to teacher engagement? Does it vary across school settings? How so?/In what ways? What is the impact of teacher engagement on students' school performance by implementing active pedagogical approaches? The study will be conducted from three steps: the first one will be an exploratory study throught analysis of teachers’ plans to map the active pedagogical approaches they normally use. On the second step, class observations will be held to check how these approaches work in practice. On the third stage of the research, student-focus groups will be conducted to analyze the impact of teachers' engagement on their performance and school involvement and, also, interviews with teachers will be held to identify the types of engagement they use from practices that involve active pedagogical approaches.