Learning styles and PEUS: possibilities for meaningful learning in upper secondary technical education

Abstract

Strategic preparation of activities proposed by the teacher is fundamental, as it involves learning styles and directly impacts the teaching-learning process. Based on a Scientific Initiation project, this research uses Ausubel's Theory of Meaningful Learning, Moreira's Critical Meaningful Learning, and the proposal of the Potentially Meaningful Teaching Unit (PMTU), adapted to the styles identified by the CHAEA questionnaire: active, reflective, theoretical, and pragmatic. Using bibliographic and explanatory methodology, principles such as progressive differentiation and integrative reconciliation are explored, in addition to models of pedagogical differentiation, including Honey-Alonso, Kolb, and VARK. It is expected that the adaptation of the PMTU to different learning styles will favor more inclusive and effective pedagogical practices in Technical Education, promoting greater student engagement and meaningful learning. Thus, the article discusses the importance of understanding learning styles for more effective education in Secondary Level Technical Education.