ACTIVE METHODOLOGIES, EDUCATIONAL TRENDS, AND STUDENT EMPOWERMENT IN FINANCIAL MATHEMATICS: INTEGRATING THE FLIPPED CLASSROOM INTO THE GAMIFIED UNIVERSE

Abstract

This study analyzes overcoming the traditional and "banking" model of teaching Financial Mathematics in High School, proposing the adoption of active methodologies aligned with contemporary educational trends. The objective is to investigate how the articulation between the Flipped Classroom and gamification can promote student protagonism and meaningful learning, redefining the teacher's role as a mediator and designer of pedagogical experiences. Based on Paulo Freire's theories on dialogicity and Moran and Bergmann's perspectives on educational innovation, the work describes a didactic proposal in which the student has prior contact with theoretical content and, in the classroom, applies the knowledge through playful challenges and problem-solving situations. It concludes that the transformation of the teacher's role, associated with the strategic use of educational technologies, promotes the development of autonomy, critical thinking, and responsible financial decision-making in the daily lives of young people.