ACTIVE METHODOLOGIES IN PHYSICS TEACHING: FUNDAMENTALS, LIMITS AND POTENTIALS IN INITIAL TRAINING

Abstract

The debate on active learning methodologies in Physics education has gained prominence in the Brazilian educational context, particularly in initial teacher education programs, due to the need to overcome practices centered on the mechanical transmission of content. This study analyzes the foundations, limitations, and potentialities of these approaches in Physics teacher education, considering their impact on the construction of teaching knowledge and the organization of more participatory pedagogical practices. This is a qualitative bibliographic study developed through the analysis of national publications produced between 2021 and 2025, including journal articles, dissertations, theses, and conference proceedings, selected according to previously established inclusion and exclusion criteria. The discussion highlights that active learning methodologies promote student participation, knowledge problematization, the articulation between theory and practice, and the strengthening of intellectual autonomy. However, limitations were also identified, including insufficient pedagogical training, the superficial use of these approaches, institutional constraints, and difficulties related to instructional planning. It is concluded that, in the initial education of Physics teachers, active learning methodologies present significant formative potential, provided that they are understood and implemented in a critical, contextualized, and coherent manner aligned with the objectives of science education.