"Ausências, sei bem a dor de tê-las" ensino ativo no município de Itaporanga - PB para alunos do ensino médio.

Abstract

This study aims to analyze active methodological practices, in which students are engaged in their studies and encouraged to interact, making them more responsible and protagonists of their own learning rather than mere listeners of their teachers. The study used oral history to interview three high school history teachers from the state education network in the municipality of Itaporanga-PB. With a qualitative approach, the interviews seek to understand the role of active methodologies in high school, addressing themes such as: the use of active methodologies in the classroom, whether they are used sporadically or regularly, and the obstacles encountered in educational institutions. The results indicate that active methodologies are mentioned in the teaching plans of the analyzed institutions; however, their effective application appears to be limited to the understanding and exclusive initiative of the teachers, compromising their full and systematic implementation in the pedagogical process. The theoretical framework is based on the concepts of active teaching by José Moran (2018-2019), Maria Gabriela Pinheiro Imbriani (2023), and Eli Borichovicius (2014), and the concept of practice by Michel de Certeau (1998). The work is divided into three chapters: the first — Exploring Active Methodologies in High School; the second — Mapping Active Methodology in Schools of Itaporanga-PB; and the third — Regular or Sporadic Use.