Aplicação de metodologias ativas no ensino de História na educação de jovens e adultos

Abstract

This report addresses the implementation of active methodologies in the teaching of History in Youth and Adult Education (EJA), highlighting their importance in promoting meaningful learning. The general objective is to propose practices that improve teaching in this modality, focusing on the protagonism of students in the educational process. The specific objectives include identifying the main learning difficulties, suggesting playful methodological activities, such as lectures, educational games, and debates, and presenting the results achieved with these approaches. The research was conducted in the city of Carauari, using a quantitative ethnographic approach that explored the experiences of EJA students at the Profª Eliza Pedrosa Municipal School. Questionnaires were applied and an oral interview was conducted with the teacher, allowing for an in-depth analysis of the school context. The results were positive, showing, through observations and student feedback, that the active methodologies were well utilized and accepted. The students' interest in learning through these approaches is notable, confirming the effectiveness of the implemented practices. The research is based on a contextualized bibliographic analysis and seeks to transform the classroom into a dynamic space where students appropriate historical knowledge in a meaningful way.