<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100212</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15040</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias ativas aplicadas em dois cursos técnicos pelos docentes no IFTO, Câmpus Palmas]]></article-title>
<article-title xml:lang="en"><![CDATA[Active methodologies applied in two technical courses by teachers at IFTO, Palmas Campus]]></article-title>
<article-title xml:lang="es"><![CDATA[Metodologías activas aplicadas en dos cursos técnicos por profesores del IFTO Campus Palmas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Luciane de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Antonelli Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Ricardo Franco da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Igor Guterres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Palmas Tocantins]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Federal do Acre  ]]></institution>
<addr-line><![CDATA[Rio Branco Acre]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Professor  ]]></institution>
<addr-line><![CDATA[Palmas Tocantins]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Instituto Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[São José Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho demonstra uma pesquisa desenvolvida em conjunto com professores do Instituto Federal de Educação, Ciência e Tecnologia Tocantins (IFTO), campus Palmas, nos cursos de formação técnica profissional de controle ambiental e segurança do trabalho, com o objetivo de determinar se os professores utilizam as metodologias ativas. Com métodos qualitativos, objetivos exploratórios e procedimentos de pesquisa bibliográfica, a coleta de dados foi realizada por meio de entrevistas com quatro docentes de dois cursos técnicos e entrevistas com questões abertas e fechadas. Segundo as constatações, todos os professores consideram que as metodologias ativas de aprendizagem são &#8220;bons&#8221; estimuladores da autonomia dos alunos e, embora tenham dificuldades em motivá-los e sensibilizá-los, utilizam vários métodos ativos de aprendizagem em sala de aula. As contribuições das teorias apresentadas nas aulas de formação profissional, que se podem observar durante as entrevistas realizadas com os professores, descreveram que estes não têm formação, mas possuem experiência na aplicação de metodologias ativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work demonstrates a research developed in conjunction with professors from the Instituto Federal de Educação, Ciência e Tecnologia Tocantins (IFTO), Palmas campus, in professional technical training courses in environmental control and work safety, with the aim of determining whether professors use active methodologies. Using qualitative methods, exploratory objectives and bibliographic research procedures, data collection was carried out through interviews with four professors from two technical courses and interviews with open and closed questions. According to the findings, all professors consider that active learning methodologies are &#8220;good&#8221; stimulators of students' autonomy, although they have difficulties in motivating and sensitizing students, professors use several active methods of learning in the classroom. The contributions of theories presented in professional training classes, which can be observed during interviews with professors, described that they do not have training but have experience in the application of active methodologies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo demuestra una investigación desarrollada en conjunto con profesores del Instituto Federal de Educação, Ciência e Tecnologia Tocantins (IFTO), campus Palmas, en cursos de formación técnica profesional en control ambiental y seguridad laboral, con el objetivo de determinar si los profesores utilizan metodologías activas. Con métodos cualitativos, objetivos exploratorios y procedimientos de investigación bibliográfica, la recolección de datos se realizó mediante entrevistas a cuatro profesores de dos cursos técnicos y entrevistas con preguntas abiertas y cerradas. Según los hallazgos, todos los docentes consideran que las metodologías de aprendizaje activo son &#8220;buenos&#8221; estimuladores de la autonomía de los estudiantes y, aunque tengan dificultades para motivarlos y sensibilizarlos, los docentes utilizan varios métodos activos de aprendizaje en el aula. Los aportes de las teorías presentadas en las clases de formación profesional, que se pueden observar durante las entrevistas con los docentes, describieron que estos no tienen formación pero tienen experiencia en la aplicación de metodologías activas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologias Ativas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Técnico]]></kwd>
<kwd lng="en"><![CDATA[Active Methodologies]]></kwd>
<kwd lng="en"><![CDATA[Teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[Technical Education]]></kwd>
<kwd lng="es"><![CDATA[Metodologías Activas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación Técnica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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