PEDAGOGICAL PRACTICES AND ACTIVE METHODOLOGIES IN FULL-TIME TEACHING: THE CONNECTION BETWEEN THEORY AND PRACTICE

Abstract

This research analyzed the practices of learning assessment in active methodologies in the context of full-time schools, focusing on the adaptation of pedagogical practices. The central problem investigated was to identify how evaluative strategies can be effectively adapted to align with active methodologies in an integral education environment. The general objective was to analyze the practices of learning assessment in active methodologies in full-time schools in Brazil, highlighting the necessary adaptations and their impacts on the educational process. The methodology used was the literature review, with a qualitative approach, including the analysis of recently published materials by Brazilian authors. The results indicated that the evaluation in active methodologies in the full-time context requires a more holistic and continuous approach, integrating formative and somatic aspects. Practices range from the use of digital portfolios to project-based assessments and reflective self-assessments. The research highlighted the importance of a paradigmatic change in the conception of evaluation, aligning it with the principles of active methodologies and the demands of integral education. The final considerations pointed out that, despite the challenges, the adaptation of evaluation practices is fundamental for the success of active methodologies in full-time schools, requiring continuous training of educators and an institutional culture that values pedagogical innovation.