Percepção dos professores de escolas públicas do ensino médio sobre as contribuições das metodologias ativas

Abstract

We are currently living in a time that demands constant changes and adaptations from all education professionals regarding the forms and materials used in teaching practices. One of these changes is the need to include different methodologies in the teaching and learning process. In this sense, active methodologies can be contributing, whether or not they are mediated by technology. This research investigated the contributions of active teaching methodologies in high school. To this end, we sought to understand how the implementation and use of active methodologies has been taking place in high schools located in the municipality of Almirante Tamandaré, a city in the metropolitan region of Curitiba, which techniques are most used, their possibilities and difficulties in implementation. To collect this data, teachers working in high school were invited to voluntarily fill out a questionnaire through Google Forms. The analysis of the responses obtained was carried out through a methodology developed by the researcher herself. When we analyzed this, we realized that teachers face a series of challenges when trying to implement active methodologies. Most teachers, even though they are already familiar with active methodologies, are interested in workshops on the subject, which demonstrates their concern for the quality of education. However, teachers’ interest alone is not enough to transform practices. The transition to new educational methodologies requires a coordinated set of actions that involve ongoing teacher training, improvements to the structure and equipment, and active student engagement. One point that drew attention was the fact that teachers who are in undergraduate or recent graduate programs say they are not familiar with active methodologies. This raises important questions about the role of higher education institutions in teacher training. After all, universities have the responsibility of preparing professionals capable of transforming education and promoting meaningful learning of content by students. Therefore, it is necessary to reflect on how undergraduate course curricula can be updated to incorporate these methodologies and ensure that future teachers are prepared for the challenges of teaching today’s adolescents and young people.