METODOLOGIAS ATIVAS NO ENSINO DE GEOGRAFIA PARA O CURSO TÉCNICO EM RECURSOS PESQUEIROS: UMA REVISÃO BIBLIOGRÁFICA

Reginaldo Wagner Saraiva Fernandes; Romário Costa Ribeiro; Ronan Corrêa Santos; Andrey Marcos Mendonça Ferreira; Diego Aurélio dos Santos Cunha

doi:10.18817/repesca.v17i1.4569

METODOLOGIAS ATIVAS NO ENSINO DE GEOGRAFIA PARA O CURSO TÉCNICO EM RECURSOS PESQUEIROS: UMA REVISÃO BIBLIOGRÁFICA

Authors

Reginaldo Wagner Saraiva Fernandes IEMA Pleno Carutapera
Romário Costa Ribeiro IEMA Pleno Carutapera
Ronan Corrêa Santos IEMA Pleno Carutapera
Andrey Marcos Mendonça Ferreira IEMA Pleno Carutapera
Diego Aurélio dos Santos Cunha IEMA Pleno Carutapera https://orcid.org/0000-0001-5414-602X

DOI:

https://doi.org/10.18817/repesca.v17i1.4569

Keywords:

Educação., Pesca, Aquicultura, Espaço geográfico

Abstract

Active methodologies have gained prominence in the educational context for promoting greater student participation, meaningful learning, and the development of critical and professional skills. In Geography teaching, these strategies enable greater integration between theory and practice, especially in technical courses focused on environmental and territorial issues. This article aims to discuss the contribution of active methodologies in Geography teaching for students of the Technical Course in Fishery Resources. The research is characterized as a qualitative bibliographic review based on national and international studies related to active methodologies, Geography teaching, Geosciences, and professional education. The results show that methodologies such as Project-Based Learning, field studies, gamification, flipped classroom, and the use of digital technologies favor the development of critical thinking, autonomy, and contextualization of geographic knowledge. Furthermore, these strategies contribute to bringing school content closer to the socio-environmental reality of fishing communities. However, challenges such as limited infrastructure, need for teacher training, and institutional difficulties still hinder their implementation. It is concluded that active methodologies represent important tools to strengthen the technical, scientific, and citizen education of students in the Technical Course in Fishery Resources.

References

BØRTE, K.; NESJE, K.; LILLEJORD, S. Barriers to student active learning in higher education. Teaching in Higher Education, v. 28, p. 597-615, 2020. https://doi.org/10.1080/13562517.2020.1839746

CABANILLAS-GARCIA, J. The Application of Active Methodologies in Spain: An Investigation of Teachers’ Use, Perceived Student Acceptance, Attitude, and Training Needs Across Various Educational Levels. Education Sciences, 15(2), 210, 2025. https://doi.org/10.3390/educsci15020210

DOGANI, B. Active learning and effective teaching strategies. International Journal of Advanced Natural Sciences and Engineering Researches, 2023. https://doi.org/10.59287/ijanser.578

FRYIRS, K. A pedagogy of fluvial geomorphology: Incorporating scaffolding and active learning into tertiary education courses. Earth Surface Processes and Landforms, v. 47, p. 1671-1679, 2022. https://doi.org/10.1002/esp.5368

GROSSMAN, G.; ORTH, D.; NEUSWANGER, J. Innovative Approaches to Fisheries Education and Outreach. Fisheries, v. 41, p. 450-457, 2016. https://doi.org/10.1080/03632415.2016.1204836

HOLLOWAY, P., KENNA, T., LINEHAN, D., O’CONNOR, R., BRADLEY, H., O’MAHONY, B., & PINKHAM, R. Active learning using a smartphone app: analysing land use patterns in Cork City, Ireland. Journal of Geography in Higher Education, v. 45, p. 47-62, 2020. https://doi.org/10.1080/03098265.2020.1802703

JACOBSON, S., SEAVEY, J., SEAVEY, J., GOODMAN, J., NICHOLS, O., WILLIAMS, L., MÁRQUEZ-GARCÍA, M., & BARBOSA, O. Integrating Entrepreneurship and Art to Improve Creative Problem Solving in Fisheries Education. Fisheries, 2020. https://doi.org/10.1002/fsh.10351

MANDUCA, C., IVERSON, E., LUXENBERG, M., MACDONALD, R., MCCONNELL, D., MOGK, D., & TEWKSBURY, B. (2017). Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances, 3. https://doi.org/10.1126/sciadv.1600193

MCCONNELL, D., CHAPMAN, L., CZAJKA, C., JONES, J., RYKER, K., & WIGGEN, J. Instructional Utility and Learning Efficacy of Common Active Learning Strategies. Journal of Geoscience Education, v. 65, p. 604-625, 2017. https://doi.org/10.5408/17-249.1

NGUYEN, K., BORREGO, M., FINELLI, C., DEMONBRUN, M., CROCKETT, C., THARAYIL, S., SHEKHAR, P., WATERS, C., & ROSENBERG, R. Instructor strategies to aid implementation of active learning: a systematic literature review. International Journal of STEM Education, v. 8, 2021. https://doi.org/10.1186/s40594-021-00270-7

SANTOS, F.; DE ARAÚJO, R. Active methodologies in Geography teaching: possibilities in public schools in rural areas, Piauí/PI. International Journal Semiarid, 2023. https://doi.org/10.56346/ijsa.v6i6.156

SILVA, P.; DE ARAÚJO SILVA, R. Materiais didáticos com uso de metodologias ativas no ensino médio. v. 1, p. 117-135, 2020. https://doi.org/10.47180/omij.v1i2.55

SITTHIWORACHART, J., JOY, M., KING, E., SINCLAIR, J., & FOSS, J. (2022). Technology-Supported Active Learning in a Flexible Teaching Space. Education Sciences. https://doi.org/10.3390/educsci12090634

YLI-PANULA, E.; JERONEN, E.; LEMMETTY, P. Teaching and Learning Methods in Geography Promoting Sustainability. Education Sciences, v. 10, p. 5, 2019. https://doi.org/10.3390/educsci10010005

Downloads

PDF (Português (Brasil))

Published

2026-05-22

How to Cite

Fernandes, R. W. S., Ribeiro, R. C., Santos, R. C., Ferreira, A. M. M., & Cunha, D. A. dos S. (2026). METODOLOGIAS ATIVAS NO ENSINO DE GEOGRAFIA PARA O CURSO TÉCNICO EM RECURSOS PESQUEIROS: UMA REVISÃO BIBLIOGRÁFICA. Revista Brasileira De Engenharia De Pesca, 17(1), 50–59. https://doi.org/10.18817/repesca.v17i1.4569