Projeto de vida no ensino médio e formação docente para atuação na escola integral.

Abstract

Teaching-learning difficulties related to teaching methodologies remain evident, since more conventional modalities are still prevalent in schools. However, contemporaneity requires much more than than just memorization of the contents of the curricular disciplines. That said, The objective of this work was to analyze the teaching methodologies used by teachers in the Life Project (PV) discipline and identify possible differences in the way of ministering the diversified part of the regular, relating this behavior with the use or not of the teacher's manual, as well as the need to seek training that results in adequate learning during the development of the disciplines. The study was carried out at the School Full Citizen Mayor Aguitônio Dantas, through conversations with two teachers who teach regular and PV subjects. The results confirmed the permanence of traditional teaching in the methodologies used in the classroom and that the new curricular components that bring active methodologies can contribute to this updating process, as well as indicating the existence of double behavior on the part of teachers in conducting the disciplines, particularly with regard to the use of the material provided for guidance and lesson preparation.