CONTINUING EDUCATION OF TEACHERS FOR THE USE OF ACTIVE TECHNOLOGIES AND METHODOLOGIES: AN ON-SITE EXPERIENCE IN PUBLIC SCHOOLS

Abstract

This article derives from an empirical research conducted in a Professional Master's Degree in the area of New Digital Technologies in Education in an educational scenario transformed by the post-pandemic period where pedagogical practices demand adaptations to new school realities. The research seeks to investigate, through a qualitative approach with data collection through questionnaires and focus group, how teachers of Elementary School I of a Public School in the Municipality of Rio de Janeiro, can be trained for the use of Digital Information and Communication Technologies and Active Methodologies. The objective is to develop continuing education that personalizes teaching, making classes more dynamic and interactive, promoting critical reflections, engagement and protagonism of students. The study highlights the importance of aligning these practices with the curriculum, the needs of the classes and the Pedagogical Political Project, ensuring coherent integration and avoiding isolated actions. In addition, it examines the factors that influence the adoption or resistance of teachers in relation to the use of these methodologies and evaluates the impacts perceived in the teaching-learning process of fifth grade students. Among some results we found the lack of institutional support, the available training does not meet the real demands of teachers to work in the school routine; the need for a more detailed teacher planning and the difficulty of teachers to appropriate more technological resources, among others.