TEACHER TRAINING AND THE USE OF ACTIVE METHODOLOGIES FOR THE DEVELOPMENT OF INTEGRAL EDUCATION

Abstract

In the context of increasing globalization, technologies have assumed an essential role in everyday life, significantly impacting sectors such as communication, the labor market, and fundamental services for society. Technological advances have also transformed the educational landscape, providing schools, teachers, and students with innovative and previously unimaginable resources. The COVID-19 pandemic has accelerated the need for teacher training in the use of these technologies, with the aim of fostering more dynamic and autonomous learning on the part of students. Faced with this challenge, teachers were urged to adapt quickly to the virtual environment, ensuring the continuity of educational processes. In this scenario, teacher training began to emphasize not only the use of technological tools, but also the adoption of active teaching methodologies, promoting a more interactive learning environment focused on student leadership. With the insertion of new teachers into the job market, ongoing training has become essential to integrate them into the pedagogical use of technologies and improve the school environment. Thus, this research aims to encourage the application of active methodologies to train teachers in the construction of a formative and reflective school, which not only promotes student learning, but also prepares them to understand and intervene in social issues. This is an exploratory research, based on a literature review, covering books, articles, dissertations and theses available in digital databases. The methodological approach is qualitative, with bibliographic development supported by several academic sources.