Metodologias ativas: concepções dos professores de Geografia da rede estadual, ensino fundamental, Palmas (TO)

Abstract

Active methodologies stand out as educational approaches that position the student at the heart of the learning process, encouraging active participation, collaboration and critical thinking. Although recognized as effective in engaging students and promoting in-depth understanding of content, there is no single solution to all educational challenges. This research aims to identify and analyze the conceptions of Geography teachers from the state network, Elementary School – Final Years in Palmas (TO), about the use of active methodologies. Using forms with semi-structured questions, we characterized these professionals anonymously, sought to understand the causes associated with difficulties in using active methodologies in their practices, and analyzed the information collected in light of the results of the questionnaires and theoretical references. The results indicate that the majority recognizes the potential of active methodologies, perceiving them as powerful tools to make teaching more relevant and meaningful. They indicate several difficulties for effective implementation in the classroom. We understand that the lack of specific training can restrict the effectiveness of active approaches, making it more difficult to create dynamic and engaging learning environments for students. It is therefore essential to invest in a training course on active methodologies to support educators in this process.