Metodologias Ativas no ensino de Língua Portuguesa no Ensino Fundamental II em uma escola de várzea de Parintins-AM

Abstract

This article aims to analyze how active methodologies can contribute to teaching Portuguese language to Elementary School II students in a school in the floodplain area. The specific objectives are: to verify whether active methodologies are present in Portuguese language classes at a floodplain school. Show the importance of using active methodologies in Portuguese language classes. Propose a pedagogical workshop to students using active methodologies. It is based on authors who carry out studies on Active Learning Methodologies such as Lilian Bacich (2018), Soares (2021). In addition to authors who talk about teaching and LP such as Irandé Antunes (2003) and Marcuschi (2002). About rural education Arroyo and Fernandes (1999). Freire (2015) with the pedagogy of autonomy, and others. The main methodology used was qualitative, which included analysis of interviews with teachers and a questionnaire with students, presented in a descriptive way. The important results obtained were about the presence and importance of using active methodologies in teaching Portuguese in elementary school II in a floodplain school. And the positive result of a workshop using the gamification tool, where they were able to learn through an educational game, whose aim was to make them active, participatory and engaged in the class.