PERMANÊNCIA E ÊXITO DISCENTE NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: O PAPEL TRANSFORMADOR DAS METODOLOGIAS ATIVAS

Abstract

This study investigates the impact of active learning methodologies (ALM) on the permanence and success of students in Professional and Technological Education (PTE), addressing student dropout and retention as key challenges. The general objective is to analyze how the use of these methodologies can build more successful academic trajectories. The research adopted a mixed-method approach with an exploratory and descriptive character, which included a systematic literature review, content analysis, and the analysis of institutional documents such as Course Pedagogical Projects (CPPs), as well as public data on dropout rates. The results confirm the hypothesis that ALMs positively impact student retention and success, revealing a direct correlation between student engagement and the adoption of practices that place the student as the protagonist of their own learning. The research highlights the effectiveness of Project-Based Learning (PBL) and case studies for connecting theory and practice, in addition to pointing out that the integration of digital technologies, such as gamification, enhances academic success. It is concluded that the role of the teacher as a mediator is crucial for the successful implementation of ALMs, and that these methods represent an important tool for inclusion and equity in PTE, offering flexibility and autonomy, and contributing to the reduction of dropout rates. This study can provide valuable insights for educators, managers, and public policy makers.