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The objective of this study was to analyze how active learning strategies – Peer Instruction, Case-based Instruction and Conceptual Mapping – may facilitate the learning of higher education health student. The research design was characterized as a survey and an observational, cross-sectional, and descriptive study. Fifty-one physical education students, of Great ABC Region, in Sao Paulo, participated of this study. Google Classroom was designed, providing support materials for study (papers and videos on the subject related to the discipline) and a structured questionnaire containing 6 objective questions, with 5 alternatives each (a, b, c, d, e) was developed. Peer Instruction, Case-based Instruction and Conceptual Mapping were adopted as study strategies. Results were analyzed by absolute and relative frequencies (percentage) and by the calculation of the Normalized Gain (NG – Mazur, 1997). Also, the subjective responses (Narratives of the students) were used for a better understanding of the phenomena. The main result obtained after the use of Peer Instruction was a NG (%) of 83.3%. The percentage of correct answers related to the class content ranged from 5.2% to 63.2%. These results suggest that the active learning strategies developed and tested in graduation level may stand out as effective alternatives to change the actual criticized scenario of higher education, notably students' lack of motivation to learn.

Facilitando o processo de aprendizagem no ensino superior: o papel das metodologias ativas