2026-05-062026-05-062026-03-19SILVA, Allan Patrick Aquino. Inovação didática no ensino de Sociologia em uma escola pública: contribuições da metodologia ativa para o engajamento de estudantes do 3º ano do ensino médio de Belem/Pa. Orientadora: Eleanor Gomes da Silva Palhano. 2025. 20 f. Trabalho de Curso (Licenciatura em Ciências Sociais) - Faculdade de Ciências Sociais, Instituto de Filosofia e Ciências Humanas, Universidade Federal do Pará. Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/9528. Acesso em:.https://bdm.ufpa.br/handle/prefix/9528This Undergraduate Thesis analyzes the contributions of active learning methodologies to student engagement in the teaching of Sociology in a public school in Belém do Pará, with a focus on 12th-grade high school classes. The study is grounded in an understanding of Sociology as a fundamental formative instrument for the development of critical consciousness, the denaturalization of social reality, and a reflective comprehension of society, in accordance with classical assumptions of the field. In light of the historical challenges faced by the discipline in secondary education—such as reduced instructional time, the predominance of traditional pedagogical practices, and student disengagement—the research examines didactic innovation as a strategy to reframe the teaching–learning process. The study adopts a qualitative approach, guided by action research and participatory research, and is developed within the context of the supervised teaching practicum in the Social Sciences teacher education program. The pedagogical interventions involved the use of active methodologies, including guided debates, mock trials, discussion circles, news analysis, the use of audiovisual resources, collaborative activities, and extracurricular tasks, articulating sociological concepts with concrete situations from students’ everyday lives. Data were generated through practicum records, participant observation, and reflective analysis of the implemented practices. The results indicate that active methodologies fostered greater student participation, increased interest in sociological content, and contributed to the development of critical argumentation, intellectual autonomy, and student protagonism. It was observed that the articulation between sociological theory and students’ lived experiences enhanced engagement in classroom activities, particularly in 12th-grade classes, which are traditionally marked by school demotivation. The study concludes that didactic innovation, when theoretically grounded and guided by a dialogical perspective, constitutes a relevant pathway for strengthening the teaching of Sociology in public schools, as well as for the reflective development of teachers.Acesso AbertoSociologia escolarMetodologias ativasEnsino MédioPesquisa-açãoEngajamento estudantilSchool SociologyActive learning methodologiesHigh schoolAction researchStudent engagementCNPQ::CIENCIAS HUMANAS::SOCIOLOGIATrabalho de Curso - Graduação - Monografia