Aprendizagem baseada em problemas em atividades colaborativas como promotora de integração curricular em uma escola de ensino técnico profissional do estado de São Paulo

Abstract

This investigation aimed to apply an active learning methodology as a tool to build a continuing teacher education in a Technical-Professional High School in the state of São Paulo and to promote curricular integration through a technological educational process. This training used Problem-Based Learning (PBL) through eight meetings (two face-to-face and six remote). Therefore, the problem question was: how to develop a continuous collaborative formation with professors of a course of administration to promote the curricular integration from the PBL? After a collective analysis of the curriculum and the course plan, these professionals employed this active methodology through a technological educational process, whose sequence was presented in the separate volume in the form of an appendix of this dissertation. The meetings were recorded after authorization of the participants and the detailed verification of these procedures by the Institutional Ethics Committee. As a result of this collective work, it was observed the construction of activities that integrate contents of curricular components, as well as an expressive participation of the participants who deepened their awareness about the need to present integrated knowledge to students in training for professional practice. Thus, it is expected to contribute to studies related to continuing education in school environments that aim to intensify the collective commitment of educators to student learning.