ACTIVE METHODOLOGIES AND NEUROPSYCHOPEDAGOGY: CONVERGENCES IN EDUCATIONAL PRACTICE

Abstract

This study examines the convergences between active learning methodologies and neuropsychopedagogy in educational practice, synthesizing evidence on cognitive mechanisms engaged by participatory pedagogical actions and outlining operational guidelines for implementation and teacher training, with emphasis on promoting executive functions, self-regulation, and inclusion. Strategies such as flipped classroom, interdisciplinary projects, distributed scaffolding, and multimodal supports are investigated for their capacity to modulate cognitive load and enhance retention and transfer of knowledge; a mixed-methods design combined analysis of institutional documents, structured classroom observation protocols, process indicators, and thematic analysis of reflective records, enabling triangulation of quantitative and qualitative evidence. Results show improvements in engagement, use of graphic organizers, and metacognitive repertoires when implementation is backed by continuous professional development, collective planning time, and process-sensitive assessment tools. The paper discusses institutional barriers, challenges for longitudinal assessment, and recommends practice-oriented training, implementation kits, and policies that support scale and sustainability, concluding with actionable recommendations for school leaders and teachers seeking ethical, contextualized integration of active methodologies and neuropsychopedagogical contributions.