A ADOÇÃO DE METODOLOGIAS ATIVAS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA COMO FORMA DE PROMOVER UM CURRÍCULO INTEGRADO

Abstract

Professional and Technological Education (PTE) faces the historical challenge of transcending the dichotomy between propedeutic and technical training, aiming at the consolidation of an integrated curriculum and omnilateral formation. Within this framework, the present research investigates the adoption of active methodologies as a strategy to promote curricular integration in Integrated High School (IHS). The primary objective of this study is to map the methodologies applied in PTE, with an emphasis on IHS, to identify recurrent practices, the role of the teacher, and the impacts on students' academic performance. Methodologically, a Systematic Literature Review (SLR) was conducted through the Methodi Ordinatio framework. This bibliographic, qualitative, and exploratory study was based on the analysis of scientific articles, theses, and guiding documents in the field. The results indicate that the employment of active methodologies—such as gamification, flipped classroom, and project-based learning—fosters student engagement and enhances critical thinking and interdisciplinarity, although it demands solid teacher training to mediate the transition from passive to protagonist learning. It is concluded that active methodologies serve as essential tools for the materialization of teaching that integrates physics, science, work, and culture, thereby mitigating the fragmentation of knowledge in IHS.