FLIPPED CLASSROOM: ACTIVE LEARNING IN ACTION - TRANSFORMING THE TEACHING-LEARNING PROCESS IN THE DIGITAL AGE

Abstract

The Flipped Classroom has emerged as an innovative pedagogical approach, redefining the traditional roles of teachers and students in the teaching-learning process. This study analyzes the implementation and impact of the Flipped Classroom in the Brazilian educational context, focusing on how this methodology promotes active learning. Through a systematic literature review of Brazilian academic sources from the last 5 years, the research examines the practices, challenges and results of the application of this model. The results indicate that the Flipped Classroom can significantly increase student engagement, promote the development of critical thinking skills and self-management of learning. It was observed that the success of this approach depends on the proper preparation of educators, the careful design of prior study materials and the creation of meaningful interactive activities in the classroom. Challenges include the need for students to adapt to a more active role, ensuring equitable access to technological resources, and restructuring assessment methods. The research highlights the potential of the Flipped Classroom to create more dynamic and personalized learning environments. It is concluded that this methodology represents an opportunity to transform Brazilian education, requiring a paradigm shift in the way we conceive teaching and learning.