Metodologia ativa: aprendizagem baseada em projetos na educação profissional e tecnológica

Abstract

Professional and Technological education is an educational modality provided for in the Law of Directives and Bases of National Education with the purpose of preparing the individual for the professional exercise of a productive activity. The current demands of professional education stem from the transformations and the nature of their changes, in search of a new educational principle, articulating science, culture, technology and society. In the EPT, there is a lack of pedagogically qualified professionals for the exercise of the profession. Many are administrators, accountants, psychologists, in short, bachelors without pedagogical training, licensure or equivalent. Thus, this research aims to investigate the contribution of Project-Based Learning in Vocational and Technological Education from the perspectives of teachers, with eight participants (two female and six male) working in vocational and technological education, in the technical course in subsequent administration. from a state school in Curitiba, Paraná state. The methodology used in this dissertation is of an applied nature, with an exploratory objective, it has a qualitative approach and a participatory research method. The data were correlated through two questionnaires, the first of a diagnostic nature with thirteen questions and the second of an evaluative nature with eighteen questions, which are a scientifically developed instrument, composed of a set of questions ordered according to a predetermined criterion. As this is a qualitative research, the content analysis technique was chosen. The objective was to help the teacher to cut corners in search of a leveling of knowledge by both graduates and bachelors through a PBL workshop, in order to avoid the reproduction of a cold, apathetic teaching, with readymade formulations, inhibiting the exchange of knowledge and experiences between students and teachers, or even between the teachers themselves, which goes against the practices that should guide EPT. The workshop was held over three meetings on Saturday mornings, totaling ten hours, in which the participating teachers had the experience of knowing and experiencing the stages of ProjectBased Learning. Based on the research results, on the practice provided by the workshop and on the perception of the participants, it is possible to affirm that the Project-Based Learning, when used as an active teaching methodology in professional and technological education, it can contribute satisfactorily to the teaching practice, with 83% of approval and use as evaluated by the participants.