  Active methodologies aim to develop a critical sense of what is learned,
relating theoretical concepts to the practical environment. In this work, we
propose an active teaching-learning methodology for laboratory classes in which
the student has the autonomy to propose scripts and equipment, instead of
following a practice roadmap already defined (built by the teacher or made
available by manufacturers for their science kits), in accordance with the
theoretical knowledge acquired. The objective is to encourage the student to be
the protagonist in experimental activities, based on the theoretical knowledge
acquired in the classroom. In this way, we split the method into three parts,
namely: (i) Theoretical exposition, (ii) theoretical seminar and proposition of
the experimental script and (iii) seminar for the exposition of the experiment
carried out. Each of these steps is guided by one or more professional skills,
such as: innovation, creativity, proactivity, protagonism, critical sense and
scientific thinking, aiming to bring the academic environment to the
professional environment.

Physics Education