Sequência didática com o uso da Storytelling: uma proposta para a unidade curricular de Língua Inglesa no contexto da educação profissional e tecnológica

Abstract

Education, constantly evolving, has incorporated active methodologies aimed at encouraging students to take ownership of their learning process. These methodologies foster active participation, problem-solving through real-world situations, and the development of responsibility in building their own knowledge. In this context, the present study aims to reflect on Storytelling as a teaching technique and its potential application in Professional and Technological Education (PTE) through a Didactic Sequence based on Zabala's framework. This is a qualitative study, a reflective article grounded in a literature review and the first author's perspective on the topic. The Google Scholar database was used, with the following descriptors: Storytelling, PTE, classroom, and English, covering the period from 2020 to 2024.The use of Storytelling as a teaching strategy within the context of Professional and Technological Education (PTE) demonstrates significant potential. It enables the construction of meaningful narratives that enhance learning, promote reflection, and contribute to the development of values, knowledge, skills, and competencies, which are the core objectives of the applied methodology.