Desafios docentes no uso de metodologias ativas na educação profissional e tecnológica

Abstract

Active methodologies in education present a way for teachers to provide students with the opportunity to become protagonists in the construction of their learning. This methodological choice implies benefits and challenges for teachers since it requires changes in the way classes are planned and taught. It requires a greater investment of time and studies from teachers since it is necessary to combine theory with practice, generating praxis at all times. In this study, we aim to understand how teachers of specific disciplines of the concurrent/subsequent technical course in Administration conceive teaching through the use of active methodologies. To this end, it was necessary to describe the challenges faced by teachers of professional and technological education (PTE) regarding the application of active methodologies, as well as to identify which active methodological strategies are in use by PTE teachers in this course. A descriptive and field study was conducted, interviewing teachers of technical disciplines to obtain the data to support the proposal of an educational product, consisting of a didactic sequence using the active case study methodology. The data collected were analyzed through content analysis. It was possible to perceive that PTE teachers use active methodologies in the concomitant/subsequent technical course. We noted that they know the principles that guide the application of active methodologies, as well as know some of them and already using them in their classes. It was also found that there are challenges in the use of active methodologies in technical disciplines, but teachers can also perceive potential in their use. The continued training of teachers emerged as a necessity given the current demands of teaching. As an educational product, a didactic sequence developed based on the active case study methodology was proposed. The didactic sequence was evaluated by technical staff and the suggestions were duly incorporated. It is expected that this teaching sequence will be applied by EPT teachers and that it can also be replicated in different contexts in which classes using active methodologies are desirable or necessary. This educational product meets the training requirement for the Professional Master's Degree in Professional and Technological Education (PROFEPT), focused on teaching in professional and technological education (area of concentration), which contributes to educational practices in EPT (line of research), within the scope of macroproject 1 (methodological proposals and teaching resources in formal and non-formal teaching spaces in EPT).