THE USE OF ACTIVE METHODOLOGIES: CHALLENGES IN TEACHING PRACTICE

Abstract

Active methodologies have gained prominence in contemporary education for promoting a more dynamic and student-centered teaching. These approaches encourage students' active participation in the learning process and include strategies such as Problem-Based Learning (PBL), the flipped classroom, and gamification. However, its implementation faces significant challenges, especially in the Brazilian context, where teacher training, school infrastructure, and resistance to pedagogical changes can hinder its adoption. In view of this scenario, this study aims to analyze the main challenges faced by teachers in the application of active methodologies and to point out strategies that can facilitate their implementation. The qualitative research is based on a bibliographic review of academic publications from the last ten years, allowing a critical analysis of the theoretical contributions on the subject. The results indicate that the continuing education of teachers, institutional support and curricular flexibility are essential factors for the success of these methodologies. In addition, the need for investments in infrastructure and public policies that encourage innovative practices in teaching is evident. It is concluded that, despite the difficulties, active methodologies represent a promising path to make education more meaningful and aligned with the demands of the twenty-first century.