Uso de Metodologias Ativas e Recursos Educacionais no Ensino Jurídico na Educação Profissional e Tecnológica

Abstract

The objective of this work was to evaluate the contribution of active methodologies and information and communication technology resources (ICTs) to the meaningful learning of legal contents studied in the context of the teaching of Tax Law in the Federal Network of Professional and Technological Education (Federal Network), with the elaboration of didactic sequences (SD) for the discipline Corporate and Tax Law of the Subsequent Technical Course in Administration at Campus Rio Branco, from the Federal Institute of Education, Science and Technology of Acre (Ifac). Composed of three articles, it presents a study of bibliographic review and organization of theoretical framework on education in an omnilateral perspective and integrated training with the combination of the human life axes of work, science, education and culture, going through the identification of legal teaching works in the Federal Network and highlighting the applications of active methodologies in the teaching-learning processes, in order to guarantee higher levels of learning, as measured in the Dale Experience Cone. The research method followed a predominantly qualitative approach and the development, application and evaluation of the product followed stages of the research procedure described by Quivy and Campenhoudt (2005), with the search for virtual environments, tools and resources that contribute to the processes, such as virtual teaching-learning environments, forums, monitoring groups, quizzes, interactive presentations and research forms and data collection on prior and technical knowledge, as well as assessments of perception and reaction to classes taught using ICTs and active methodologies. Initial research results in an exploratory stage pointed to students' difficulties related to the complexity of content in legal disciplines, ignorance of words or legal terms and incompatibility of traditional methodology with effective learning, resulting in poor results in evaluations of bimonthly cycles, despite the level retention rate has not exceeded the percentage of 20%. The bibliographic research on the main active methodologies used in the legal teaching profession showed gains with the use of flipped classroom, just-in-time teaching, Socratic method, rights clinic and, in particular, with the genre of case studies and application of problem-based learning (PBL). It was also evidenced the use of didactic sequences as a product linked to the improvement of teaching-learning processes, either among the items in the EduCapes platform repository or the ProfEPT Observatory. In this sense, the product generated presents SDs with jobs adapted from flipped classroom, gamification, case studies and peer instruction.