Quando os alunos assumem o controle: um estudo qualitativo sobre metodologias ativas no ensino de português em LEA

Abstract

Abstract: This article examines an active learning experience carried out with first-year master’s students in Applied Foreign Languages (LEA), specializing in Portuguese, at the University of La Rochelle. The project involved the creation of a magazine dedicated to the Year of Brazil in France and relied on active learning approaches such as project-based learning, flipped classroom strategies, personalization and cooperation. The goal was to integrate linguistic work, intercultural reflection and exposure to professional practices associated with applied foreign languages. Methodologically, the study is based on a qualitative analysis of five final reports written by the students, conceived as learning logs documenting actions undertaken, perceptions, difficulties and learning processes over two semesters. These documents were thematically coded and grouped into three main categories: affective and relational dimensions of the experience, perceived tensions and challenges, and competence development. The findings indicate that participation in interviews, visits and cultural activities generated strong emotional engagement, strengthened peer relationships and fostered a sense of belonging to a collective project, confirming the central role of affective and relational factors in active learning. At the same time, the reports reveal difficulties related to time management, occasional perceptions of insufficient structure, frustrations associated with reliance on external partners and anxiety caused by unforeseen events, underscoring the need to balance student autonomy with pedagogical scaffolding. In terms of competences, students report progress in professional written and oral communication, project management, problem-solving, teamwork, cultural immersion and confidence to act in real-world situations. The study concludes that the project functioned as both a promising and demanding laboratory of active learning in higher education, and that its sustainability depends on institutional conditions capable of supporting the organizational complexity and teaching investment required by such pedagogical approaches.