PERMANÊNCIA E ÊXITO DISCENTE: MAPEAMENTO DA PRODUÇÃO CIENTÍFICA SOBRE METODOLOGIAS ATIVAS NOS INSTITUTOS FEDERAIS

Abstract

Professional and Technological Education, consolidated by the expansion of Federal Institutes, faces the challenge of ensuring student retention and success beyond material assistance policies, requiring a transformation in the pedagogical dimension that overcomes traditional teaching models. Given the demands of Industry 4.0, active methodologies emerge as essential strategies to centralize students in their learning process and promote academic engagement. In this context, this study aims to identify and organize evidence on the use of Active Methodologies in Professional and Technological Education within Federal Institutes, investigating their relationship with student retention and success. The research consists of a Systematic Literature Review of a descriptive-qualitative nature. The sample comprised 23 articles published between 2019 and 2025, retrieved from Google Scholar, SciELO, SCOPUS, and Web of Science databases. An expansion in publications was observed starting in 2023, with a predominance of studies in the North and Northeast regions (60%). The most recurrent strategies were Gamification (47%), Flipped Classroom (26%), Problem-Based Learning (17%), Project-Based Learning (13%), and Collaborative Learning (4%). The data indicate that the use of playful tools and digital technologies increases immediate engagement, while project-based approaches strengthen autonomy and interdisciplinarity. The teacher's role as a mediator is crucial for the successful implementation of active methodologies, which represent an important tool for inclusion and equity in Professional and Technological Education, offering flexibility and autonomy while contributing to the reduction of dropout rates. The study's findings may provide insights for educators, managers, and policymakers. Thus, active methodologies are not merely didactic tools but vital institutional strategies to ensure retention and success in Federal Institutes.