ACTIVE METHODS IN VOCATIONAL AND TECHNOLOGICAL EDUCATION: A PROPOSAL FOR A TEACHING SEQUENCE FOR INSTRUCTION IN MECHANICS

Abstract

Active methodologies are used to meet the educational demands of the 21st century by prioritizing the development of skills such as creativity, critical thinking, communication, and problem-solving, placing the student at the center of the learning process. This article aims to analyze active methodologies and their benefits for Professional and Technological Education by proposing a teaching sequence for the instruction of mechanics. The study is characterized as basic research, descriptive in nature, with a qualitative approach, utilizing bibliographic research and action research procedures. The research addresses methodologies such as Team-Based Learning, Problem-Based Learning, interdisciplinarity, organizational culture, innovation in production processes, and the integration of technology, processes, and human capital, in addition to proposing a teaching sequence applied to the instruction of Mechanics. The article emphasizes that active methodologies represent a shift in the educational paradigm, favoring the critical, participatory, and contextualized construction of knowledge. Thus, it is understood that active methodologies are consistent with the principles of Professional and Technological Education, as they promote student agency and the integration of theory and practice. Their application contributes to the training of professionals who are more autonomous, critical, and prepared to act collaboratively and responsibly, meeting the contemporary demands of the workplace.