A formação docente e as metodologias ativas na educação de jovens e adultos

Abstract

The use of different strategies in the classroom can contribute to students' learning. The application of active methodologies, which encourage proactivity and personal improvement, can be a differentiator in the teaching and learning process. With the use of active methodologies, the process shifts from memorization to self-formative learning and promotes the articulation of autonomous, critical and integrated learning, which favors the development of students. For this to happen, educators working in Youth and Adult Education (EJA) need to be familiar with methodologies. Thus, the problem set for this thesis was: ‘How is the training of teachers working in YAE characterized in relation to the use of active methodologies?’. Based on this problem, the aim was to characterize the training of teachers working in the EJA in relation to the use of active methodologies in the classroom. This research was carried out with 30 educators working in this modality, belonging to the Ponta Grossa Regional Education Center. With regard to the theoretical basis, bibliographical research focused on teaching knowledge and active methodologies, namely: peer instruction, problem-based learning and problematization, and the following authors were chosen: Berbel (1998; 2011), Bordenave and Pereira (1998), Freire (2000; 2020), Di Pierro (2005), Shulman (2005; 2014; 2016), Nóvoa (2009), Tardif (2014), Munhoz (2015), Mattar (2017) and Gatti (2019). The method used in this research was inductive, with qualitative and quantitative research and the application of a semi-structured questionnaire, which was sent via an online platform to the research participants. Content analysis was used to analyze the data. This study found that educators take part in the training offered, but this training is not specific to the EJA modality. It was inferred that educators use active methodologies in their classes, but the methodologies understood as references in this research were mentioned by few educators, and the Maguerez Arc methodology was not mentioned. In view of this, an educational product was created called “Reflections of EJA educators on the use of active methodologies”. The aim of the educational product is to train educators in active methodologies, which aim to help students learn by developing autonomy and a critical sense. In this scenario, active methodologies were addressed: peer instruction, problem-based learning and problematization through the Manguerez Arc. The data collected provided an in-depth understanding that elucidated that the use of active methodologies by educators promotes the development of the student's autonomy and critical sense. This development process can be individual or team-based; it also involves experiences and learning through educators.