ACTIVE METHODOLOGIES AND THEIR CONTRIBUTION IN THE TEACHING OF RURAL ADMINISTRATION OF TECHNICAL LEVEL

Abstract

The adoption of active methodologies in the classroom of technical courses allows transforming a teaching considered traditional, based on the transmission of content by the teacher, into interactive, more profitable subjects, keeping the student as the protagonist of the teaching-learning process. The present study aimed to propose the use of active methodologies in the teaching of the discipline of rural administration in the subsequent technical course in agriculture at IFCE, campus Boa Viagem, to contribute to the improvement of teaching-learning processes. The work was developed through collections of bibliographic materials published between 2010 and 2020, available on the web, from august to october 2020, using online databases, such as Scientific Electronic Library Online (SCIELO) and Google Scholar, as well as e-books, dissertations, and theses, selecting active methodologies that can be used in the Rural Administration discipline. Among the different active methodologies studied, six methodologies that stand out in the context of the discipline were selected: case study, project methods, problem-based learning, inverted classroom, peer instruction, and operative groups. Several active methodologies can be used in the Rural Administration discipline of the subsequent technical course in Agriculture, in which the choice of the most appropriate methodology or the association of different methodologies will depend on the availability of the necessary tools, the time for execution, and the context of content by the teacher of the discipline.