Station Rotation in Basic Education

Literature Review in the Temporal Space of 2019 to 2024

Abstract

The present article aimed to survey bibliographic data on the Active Methodology Station Rotation with applicability in Basic Education, analyzing specific elements such as educational level, number of rotations and stations, online/offline activities, and data collection independent of the subject. This study presents a literature review through the databases of the UFRGS/Lume Digital Repository, the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Journals virtual library, and the Google Scholar search engine in the period from 2019 to 2024. In an initial analysis, 113 publications were found in the research databases, of which 57 were selected. At the end of the selection, 18 publications were accepted for demonstrating favorable fragments for a more detailed analysis. The final conclusions indicate that the Station Rotation active methodology is most applied in High School with an average of 3 to 4 rotations. The most used resource in the online station was videos, and in the offline stations, texts. Furthermore, the questionnaire was the instrument most used for data collection regarding the applied methodology and the cognitive retention of content. The final results demonstrate the scarcity of this methodology in the Early Childhood Education and Elementary School stages, as well as the lack of diversity of didactic models in the offline stations. Therefore, the absence of variety in didactic models, regardless of the educational level, may result in the dissipation of initial enthusiasm, giving way to the monotony inherent in conventional classes.