Capacitação de jovens mulheres no setor aeroespacial: um estudo de caso sobre metodologias ativas de ensino

Abstract

Active teaching methodologies play a transformative role by promoting student leadership in the learning process, encouraging the construction of knowledge in a practical, collaborative, and meaningful way. From this perspective, this study aims to evaluate an educational project that, throughout 2023, trained 75 female students from 20 public schools in Rio Grande do Norte, in addition to creating a collaborative teaching network. The project's actions were based on active methodologies, with a focus on the aerospace sector, aiming to disseminate astronautics concepts and introduce this topic to students. The initiative demonstrated the potential of integrating theory and practice, awakening interest in areas related to STEAM and promoting engagement in strategic areas for social and economic development, in addition to expanding the training and possibilities of these students in the job market. As a result, the girls reported that, thanks to the project, they began to consider careers in STEAM, especially in areas related to aerospace engineering and programming. Motivation was supported by factors such as active learning, practical application of knowledge, and the female representation promoted in the area. Therefore, it can be concluded that the use of active methodologies was highly significant. The students considered that these methodologies contributed to engagement and motivation, promoting a participatory and less traditional learning environment. The general perception was that these methodologies helped to relate technical content to its applicability in the aerospace sector, creating a more meaningful experience aligned with the demands of the current world. The research confirmed many barriers and facilitators described in the literature and also brought to light the reality of the lack of structure found in basic education in public schools project participants. However, the level of support offered, both in pedagogical and emotional terms, emerges as a good practice that can serve as a model to overcome these barriers in similar contexts.