ACTIVE METHODOLOGIES IN ELEMENTARY EDUCATION: TRANSFORMING THE CLASSROOM

Abstract

This article aimed to analyze the contributions of active methodologies to Lower Secondary Education in full-time schools, considering their relationship with the reconfiguration of teaching and assessment practices. It addressed the topics of problem-based learning, innovation in the teaching of Science and Mathematics, and formative assessment as articulating elements of a student-centered educational approach. The research had a qualitative nature, with a bibliographic focus, based on the analysis of academic publications released between 2020 and 2025, collected from recognized databases such as Scielo. The process included stages of source selection, critical reading, and thematic categorization. It was found that the adoption of active methodologies in full-time schools fostered greater student engagement, supported learning autonomy, and redefined the teacher’s role as a knowledge mediator. However, structural and training-related limitations were identified, such as the lack of public policies and insufficient teacher preparation, which hinder the consolidation of these practices. It was concluded that the integration between extended school time, participatory methodologies, and formative assessment provides a viable path for implementing more meaningful education, as long as it is supported by institutional backing and investment in teacher education.