Formação para uso de metodologias ativas no ensino médio técnico diante de sua reconfiguração no período pós-pandêmico

Abstract

The teaching process in public education at the beginning of the third millennium involves the analysis of the complex interactions between educational policies, school practices, and the consequences of sociocultural changes, reflecting the limitations and opportunities for formal education. The theoretical framework of this work addresses Technical High School and the High School Reform in Paraná, which has had repercussions on considerable changes in the integrated technical course in agriculture. The relevance of continuing education for teachers to deal with transformations in the school environment is highlighted, as well as the conflict between pragmatic teaching and the formation of autonomous and critical individuals. In addition, the application of active methodologies is discussed, which, due to the increasing use of technology by teachers and students, enable changes in teaching practice and innovation in teaching-learning strategies, especially since the COVID-19 pandemic, which accelerated the use of digital technologies by teachers in carrying out non-face-to-face pedagogical activities. Thus, the thesis was that the use of active methodologies and digital technological platforms and/or devices aimed at teaching scientific content in classes, given the reformulations of the curricular organization in Professional Education courses, especially the agricultural technical course, offered by the Paraná State Education Network, can assist teachers in preparing their classes, adapting the content to the conditions of Technical High School students, who have digital technologies as an important interface for their communication. In order to confirm or not this thesis, the following specific objectives were listed: to enable the offering and analyze the results of the application of a training course on active methodologies for Technical High School teachers, using a digital platform; to verify the perception of teachers and students about the relevance of using digital devices during remote teaching; to analyze the prior knowledge of teachers and students about digital tools before and after the pandemic; to discuss the changes that occurred in the disciplines of general education and specific training in the technical course, since the implementation of the New High School; to analyze the performance of teachers in preparing classes before the training course, through the presentation of an initial lesson plan; to reflect on the performance of teachers in developing teaching sequences, based on the Pedagogical Technological Knowledge of Content methodology, after participating in continuing education. For this purpose, bibliographical, field and analytical research were used. The results obtained provided participants with a basis and reflective practice for developing lesson plans and teaching sequences, consistent with the needs of Technical High School, and highlighted the importance of understanding and using active methodologies, combined with digital technologies to promote student engagement and assist in the learning of scientific content.