PAPEL DAS METODOLOGIAS ACTIVAS NA CONSTRUÇÃO DE UMA EDUCAÇÃO PARTICIPATIVA. CASO DE UMA ESCOLA SECUNDÁRIA DA CIDADE DE TETE

Résumé fourni par la source

This article addresses the [role of active methodologies in building participatory education] in a secondary school in the City of Tete. The study’s main objective is to analyse how these methodologies promote greater student engagement in the teaching-learning process, answering the question about their contribution to more participatory education. The research is based on the problem that, despite national curriculum guidelines favouring a student-centred pedagogy, teaching practice remains largely expository and transmissive in many Mozambican schools, including in Tete. This discrepancy raises doubts about the real effectiveness of active methodologies in promoting student participation, critical thinking, and autonomy. To better understand this reality, a qualitative methodology was adopted, with semi-structured interviews conducted with the school principal, five teachers, and ten students. Triangulation of these sources allowed an analysis of pedagogical practices, perceptions of those involved, and the factors facilitating or hindering the implementation of active methodologies. Among the main findings, it stands out that the most used methodologies are problem-based learning, project work, and cooperative teaching, adapted to the local reality using simple resources. A significant increase in student participation, enhanced critical thinking development, and progress in student autonomy were observed. However, infrastructural limitations and curricular pressures restrict the full implementation of participatory practices. It is concluded that even in contexts with scarce resources, active methodologies can transform the educational environment, creating inclusive and dynamic spaces. The study recommends strengthening continuous teacher training, expanding material resources, and maintaining institutional support to ensure the sustainability of these innovative practices.

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