Educação no campo no Amapá: potenciais e desafios da implementação de metodologias ativas com base na análise SWOT

Abstract

This study investigates the application of active methodologies within professional and Technological Education (PTE), focusing on rural education in the state of Amapá. Using SWOT analysis as a strategic tool, the research identifies strengths, weaknesses, opportunities, and threats associated with active methodologies, facilitating the selection of pedagogical practices aligned with the cultural and socioeconomic specificities of rural communities. The research, part of the ProfEPT context, highlights the importance of practices that value student protagonism and local knowledge. The methodology employed involved a literature review of primary pedagogical approaches for rural education, SWOT analysis applied to the selected methodologies, and the creation of an educational product aimed at guiding teachers in implementing innovative pedagogical practices. Key results indicate that Project- Based Learning (PBL), Cooperative Learning, and Hybrid Learning are promising for rural contexts, especially when adapted to local conditions and supported by institutional programs. The study concludes that applying these methodologies, within a contextualized pedagogical plan, can foster a more inclusive and meaningful rural education. This study contributes to Professional and Technological Education by providing a practical educational product designed to help teachers implement methodologies that respect and enhance rural contexts and sustainable development.