ACTIVE METHODOLOGIES AS AN EDUCATIONAL TREND IN THE FACE OF CURRENT EDUCATIONAL DEMANDS: POSSIBILITIES, LIMITATIONS, AND CONTRIBUTIONS TO STUDENT EMPOWERMENT

Abstract

Social, cultural and technological transformations have significantly impacted the educational field, requiring a rethinking of pedagogical practices traditionally centered on content transmission. In this context, active methodologies emerge as an educational trend by promoting student protagonism and meaningful learning. This article aims to analyze active methodologies as a trend in contemporary education, highlighting their contributions, possibilities and limitations in the teaching-learning process. This is a qualitative, bibliographic study, based on theoretical references that discuss innovative pedagogical practices and current educational documents. The reflections indicate that active methodologies foster autonomy, engagement and critical participation of students, contributing to more contextualized and meaningful learning experiences. However, their effective implementation requires continuous teacher education, intentional pedagogical planning and adequate institutional conditions. Therefore, active methodologies should be understood not as mere techniques or pedagogical trends, but as practices grounded in critical reflection and aligned with the educational contexts in which they are applied.