LEARNING THAT INSPIRES: ACTIVE METHODOLOGIES IN ACTION

Abstract

This study investigated how active methodologies influence student learning and engagement in the context of higher and basic education. The objective was to analyze the impacts of these methodologies on students' academic performance, motivation and autonomy. The research was conducted through a qualitative approach, with bibliographic analysis, using secondary sources such as academic articles, books and dissertations. The analysis focused on methodologies such as the flipped classroom and problem-based learning (PBL). The results indicated that the implementation of active methodologies resulted in a significant increase in student engagement, in addition to promoting greater autonomy in the learning process. The methodologies also contributed to the development of cognitive skills, such as problem-solving and critical thinking, essential aspects for both academic training and professional preparation. The survey also revealed challenges related to the infrastructure of educational institutions and the resistance of educators, highlighting the relevance of continuous teacher training for the full adoption of these practices. The final considerations suggest that active methodologies offer a pedagogical alternative, but their implementation requires a continuous effort from institutions and educators. Future research is needed to broaden the analysis of the impacts of these methodologies in different educational contexts.