ACTIVE METHODOLOGIES AS STRATEGIES TO PROMOTE STUDENT AGENCY AND AUTONOMY IN THE TEACHING-LEARNING PROCESS

Abstract

This article analyzes how active learning methodologies may contribute to the development of student agency and autonomy in teaching and learning. It adopts a qualitative, exploratory, bibliographic approach based on a narrative literature review that combines foundational educational works and recent Brazilian research. It examines the principles of active methodologies and approaches such as problem-based learning, project-based learning, flipped classrooms, collaborative learning, and gamification. The discussion addresses meaningful participation, the gradual development of autonomy, teacher mediation, formative assessment, and inclusive learning conditions. The reviewed literature indicates that these approaches may expand opportunities for inquiry, argumentation, collaboration, and student authorship when aligned with curricular objectives, planning, and appropriate guidance. It also reveals limitations associated with infrastructure, teacher education, and differences across school contexts. The article concludes that active methodologies alone do not guarantee learning outcomes, but may foster more participatory educational experiences when integrated into intentional pedagogical practice. As a bibliographic study, it does not present empirical findings or establish causal relationships.