Metodologias ativas de aprendizagem: estudo de caso no Curso de Formação de Oficiais da Polícia Militar de Alagoas

Abstract

This case study addresses the theme of Active Learning Methodologies (ALM) applied in the first year of the Alagoas Military Police Officer Training Course (CFO/PMAL). This program, supported by the Course Pedagogical Project (PPC) and the National Curricular Matrix (MCN), serves as a training tool for public security professionals. This involves developing active, critical, and reflective professionals with numerous competencies, intellectual autonomy, and specific skills. The overall objective was to investigate how ALM, incorporated into the pedagogical practice of the PMAL CFO, contributes to teaching and learning. The problem relates to how ALM is incorporated into the pedagogical practice of the PMAL CFO's teaching and learning process. The study took place at the Senador de Melo Military Police Academy (APMSAM), with 50 (fifty) students and 22 (twenty-two) first-year CFO teachers. The specific focus was on the MAA practiced in the class. The methodology involved qualitative research with a deeper, contextualized approach, offering greater meaning through hermeneutics. Data were collected through Google Forms questionnaires and analyzed using Discursive Textual Analysis (DTA), seeking to understand the meanings and significance of participants' responses. A Systematic Literature Review (SLR) was used to integrate the literature related to the topic and understand the meaning of the data collected. The results indicate that teachers are interested in applying MAA, but in practice, there is little knowledge, combined with a lack of continuing education for teachers and the lack of a promising military educational environment for active participation. Even guided by the PPC and MCN for training actions for public security professionals, there is still a need for the real implementation of pedagogical practices focused on MAA.