ACTIVE METHODOLOGIES IN BASIC EDUCATION: STUDENT PROTAGONISM AND THE TRANSFORMATION OF PEDAGOGICAL PRACTICES

Abstract

Social, cultural and technological transformations over recent decades have significantly changed the ways of teaching and learning, requiring schools to rethink their pedagogical practices. In this context, active methodologies emerge as an approach capable of promoting greater student participation and fostering more meaningful and contextualized learning processes. This chapter aims to discuss the theoretical foundations of active methodologies and analyze their contributions to student protagonism and the transformation of pedagogical practices in basic education. The study is based on a theoretical approach through a bibliographic review of authors who examine the relationship between active learning, student autonomy and pedagogical innovation, including Diesel, Baldez and Martins, Moran, Barbosa and Moura, as well as classical contributions from Dewey, Vygotsky, Ausubel and Freire. The analysis indicates that active methodologies shift the focus from teaching to learning, encouraging students to engage in investigative, collaborative and reflective processes. Strategies such as project-based learning, problem-based learning and the flipped classroom contribute to the construction of more participatory educational environments aligned with the demands of contemporary society. It is concluded that the adoption of these pedagogical approaches can promote the transformation of teaching practices and contribute to the development of more autonomous, critical and participatory learners.