CONCEPTIONS OF PEDAGOGICAL COORDINATORS AT THE CENTRO PAULA SOUZA REGARDING THE IMPLEMENTATION OF EDUCATIONAL POLICIES FOR THE USE OF ACTIVE METHODOLOGIES IN PROFESSIONAL EDUCATION

Abstract

This article seeks to present the conceptions of pedagogical coordinators at the Centro Paula Souza,
regarding the use of active methodologies in professional education, aiming, through their practices, for contributions to indications of guidelines and/or indicators in the internal documents of the CPS that may support the
pedagogical management. Thus, the objective of the study was to understand how the pedagogical coordinators understand educational policies for professional education regarding the implementation of active methodologies in the technical courses offered by the CPS. This is qualitative exploratory research in a phenomenological perspective. The methodological approach consisted of applying an open, online questionnaire and discursive textual analysis. Survey participants were 13 CP of the CPS. The IRaMuTeQ software contributed to carry out the textual analysis through the connection between the expressions in the generated graphs. Through the word cloud and similarity analysis, word inference and their correlations were related. It was possible to consider that these professionals have the perception that active methodologies are fundamental elements for use in professional technical courses, however, they do not understand the importance of educational policies to assist their role in conducting the use of active methodologies. The absence of speeches around the subject of educational policies is an indication that PCs need to have greater contact with this important aspect, thus, through awareness of the importance of educational policies, they can contribute to the creation of guiding directives.