METODOLOGIAS ATIVAS NA EDUCAÇÃO PROFISSIONALIZANTE

ABSTRACT Active methodologies have increasingly been incorporated into vocational education as alternatives to traditional content-centered teaching. These strategies propose a new organization of the teaching-learning process, based on student protagonism, problem-solving, and the integration between theory and practice. In the context of technical training, approaches such as flipped classrooms, problem-based learning, case studies, and collaborative learning have shown potential to develop both technical and socio-emotional skills, as well as to enhance student engagement. The theoretical analysis demonstrated that these methodologies have consolidated historical foundations and are aligned with pedagogical practices that value autonomy, critical reflection, and active knowledge construction. Despite their effectiveness, implementation faces challenges such as institutional resistance, the need for teacher training, and student motivation for preparatory activities. Nevertheless, the positive impacts on learning become evident when these practices are intentionally planned and articulated with the students’ social and professional realities. By promoting more meaningful education, active methodologies contribute to integral formation, expanding students’ possibilities for action in the labor market and in society. Keywords: Active methodologies. Vocational education. Integral formation. Meaningful learning. Competencies.