Study guide for teaching English through autonomous learning to Baccalaureate students

Abstract

Education has faced social challenges such as pandemics, presidential decrees, and energy emergencies that have hindered face-to-face activities, resulting in school delays and dropouts. Currently, students learn at different rates, influenced by their intellectual development, availability of time, organizational skills, and level of responsibility. Activities must maintain the appropriate focus so that students are ready to acquire knowledge, promoting experimentation as a key tool for learning. This study proposes the implementation of active learning strategies in a teaching guide that encourages independent work, optimizing the use of active methodologies and technological resources. These strategies seek to facilitate educational continuity in emergency situations, promoting meaningful learning and self-management of knowledge in high school students. Factors that influence the appropriate pursuit of knowledge, such as the use of technological tools, availability of time, and willingness to acquire a new language, are essential for developing skills such as problem solving, which involve searching for, processing, and analyzing information. This teaching guide will support students and teachers, providing them with a tool for feedback and improving educational quality. This material aims to offer effective alternatives that promote a communicative relationship between students and teachers, allowing students to manage their knowledge appropriately. Thus, the goal is for learning to be a meaningful experience that fosters the development of essential life skills.