Metodologias ativas no ensino de história na EJA: relacionando história e cotidiano

Abstract

This research explores the application of active learning methodologies in the teaching of History in Youth and Adult Education (EJA) at the Eliza Pedrosa School, located in Carauari. Starting from the importance of an approach that values ​​the active participation of students, the study investigates how techniques such as debates and the use of active resources can contribute to the engagement and historical understanding of EJA students, who frequently face challenges related to interrupted schooling, diverse cultural contexts, and work routines. The research presents a theoretical analysis of active learning methodologies and a literature review on education in EJA and the teaching of History. Subsequently, it applies methodologies such as classroom observation, teacher interviews, and questionnaires to identify the perceptions of those involved and the changes observed. The results demonstrate that active learning methodologies contribute to greater student motivation and promote a more meaningful and critical construction of knowledge by connecting historical content with the students' lived reality. It can be concluded that, by encouraging more dynamic and collaborative participation, active methodologies promote learning and contribute to the development of fundamental skills for citizenship and the appreciation of local and regional history.