Abstract

Active Learning (AA) has been presented and discussed in normative documents and in the literature as a relevant methodological approach for Physics classes. However, for it to be effectively implemented in the classroom, it is necessary to train teachers for this reality. Given this scenario, in 2021, the State Department of Education of Paraná (SEED/PR) offered a continuing education course on Active Learning for teachers in the public school system. This training is the basis for the study presented in this article, with the research problem: how experiences, training, interactions, discourse subjects, values, and social contexts are present in the construction of these discourses and how they reflect and refract the theme of “Active Learning.” We use discourse analysis anchored in the assumptions of Mikhail Bakhtin and his Circle to investigate the emerging Theme in teachers' discourse regarding AA. Based on our analyses, we understand that teachers' discourse reveals evaluations about AA, such as: i) The student is responsible for carrying out activities and ensuring the smooth progress of AA; ii) AA contributes to student participation in the classroom; iii) Time as an urgent necessity for planning and developing activities from the perspective of AA