Estudo sobre a utilização das metodologias ativas na formação de jovens no ensino profissionalizante

• Autor(a) principal: Bullara, Cintia Chignoli Moura
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/26527
• topic: metodologia ativa; ensino profissional; práticas docentes; Educação

Active Teaching and Learning Methodologies represent an increase in the possibilities for students to act actively in the construction of their knowledge. This exploratory and descriptive research identified and evaluated their use from the perspective of teachers working in vocational education in some units of a large educational institution. For this, it used the qualitative approach with the application of questionnaires to teachers for data collection. This study assumes relevance to the extent that these practices have been increasingly used in the last decades in vocational courses as a driver of worker training in the face of the demands of the labor market. The results obtained indicate the importance of using active methodologies in professional education for the development of the student under some aspects, among them: development of the reflective learning process, stimulation of critical sense, approximation between theory and practice, motivation for learning, establishment of a good affective atmosphere, stimulating the student-student and student- interactions teacher, expansion of student autonomy in the face of diverse situations that require decision making. Gamification is highlighted as the strategy most used by teachers interviewed when using Learning Methodologies. The results showed, on the other hand, that the use of them requires the necessary training of teachers and revealed the existence of some difficulties in the implementation of active methodologies in the teaching and learning process, such as: the gap in academic training, the resistance to the paradigm break from a spectator student to a protagonist student, the insufficiency of training actions and the occasional inadequacy of the work infrastructure. It is considered that the investigation will contribute significantly to the improvement of teaching activities, both for the educator to improve his teaching techniques, and for the educational units that will reap good results for the solid and permanent training of their students.