Prática pedagógica de professores em cursos técnicos de nível médio : aplicação de metodologias ativas

• Autor(a) principal: Saviczki, Sheila Caroline
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8589
• topic: Competência; Educação Profissional; Metodologias Ativas; CIENCIAS HUMANAS::EDUCACAO

The present dissertation titled "Pedagogical Practice of Teachers in Technical Courses of Middle Level: application of Active Methodologies" aims to analyse the teaching methodologies applied by the professors of Technical Courses of Middle Level of a Professional Education Network of the State of Rio Grande do Sul, whose action is oriented towards the development of competencies in the educational context. A qualitative investigation was carried out, in which it sought, in the pedagogical methods used by the professors and in their daily actions, to understand which teaching methodologies are being applied in the classroom, facilities and difficulties regarding the procedures adopted in the conduction of the learning teaching process, as well as identifying the motivational factors that influence the adoption of active practices. Always considering the specificity, of the Middle Level Technical Professional Education. To accomplish this investigation, a questionnaire was used to identify the profile of the researched public and semi-structured interviews, to stimulate the comprehension of the theme in question. To analyse the collected data, the Discursive Textual Analysis was used, whose intention, according to Moraes and Galiazzi (2016), is the understanding and reconstruction of knowledge that already exists regarding the subject investigated. The results indicate that professors use active methodologies, in their pedagogical practice, even if they do so empirically, in view of the challenges that this practice imposes on them. And they do so because, they understand that, these are strategies, that promote autonomy and the title role of students, make the learning process more meaningful. Furthermore, they facilitate the development of competencies, as they are strategies that privilege practical situations that could be worked out in pedagogical contexts. And it is the development of the student, his involvement, learning, title role and participation, which motivate the professors to use active methodologies, in their pedagogical practice. The relevance of this theme lies in the fact that research is scarce, which addresses the teaching methodologies used by professors in the context of Middle Level Technical Professional Education.