ACTIVE METHODOLOGIES IN VOCATIONAL AND TECHNOLOGICAL EDUCATION

Abstract

This study aimed to discuss the experiences and barriers in the use of active teaching methodologies in vocational and technological education. A theoretical-reflective study was conducted, consulting the databases of the Scientific Electronic Library Online (SciELO), PsycINFO, the Education Resources Information Center (ERIC), the Web of Science (WoS), the Brazilian Digital Library of Theses and Dissertations (BDTD), and the database of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). The results reveal that active methodologies enhance autonomy and the development of significant skills, although their implementation faces cultural barriers, such as student resistance, and structural barriers, such as the precariousness of laboratories and curricular fragmentation. It was evident that the lack of teacher pedagogical training and the risk of purely utilitarian teaching compromise integral human development. The success of these practices depends on institutional policies that guarantee technical support and time for interdisciplinary planning. An analysis of the experiences and barriers to the use of active methodologies in Vocational and Technological Education leads to the conclusion that the transition to student-centered learning models is not just a pedagogical choice, but a pressing need for the development of 21st-century skills.