A INFLUÊNCIA DAS METODOLOGIAS ATIVAS NA FORMAÇÃO DOCENTE TENDO EM VISTA AS CONTRIBUIÇÕES DA APRENDIZAGEM BASEADA EM PROBLEMAS

Abstract

This study investigates the influence of active methodologies in teacher training, focusing on Problem-Based Learning (PBL). The research aims to understand how PBL can empower early childhood educators by providing them with dynamic tools to address contemporary classroom challenges. The methodology includes a comprehensive literature review, examining a wide range of academic sources and case studies on the implementation of PBL in various educational contexts. Findings from this theoretical investigation indicate that PBL not only enhances teachers' ability to engage students more effectively but also fosters a more collaborative and critical learning environment. By exploring the theoretical foundations and practical outcomes of this approach, the study seeks to identify effective strategies for implementation and evaluation in specific educational contexts. The research emphasizes the importance of adequate teacher training in ensuring the quality of education, contributing to the holistic development of children. Additionally, the study provides valuable insights for educational managers and policymakers in developing more effective training policies and programs. It is believed that the knowledge gained from this research can offer a solid foundation for the continuous improvement of education provided to preschool-aged children.