PRINCIPLES UNDERLYING ACTIVE METHODOLOGIES: CONTRIBUTIONS FROM THE SCIENCE OF MIND, BRAIN AND EDUCATION

Abstract

Active learning methodologies have been gaining prominence in the educational field for favoring student engagement, promoting intellectual autonomy, and expanding the potential for meaningful learning. These approaches demand a redefinition of the teacher's role, who then acts as a mediator, facilitator, and curator of the formative process. To understand the foundations that support such strategies, this study aimed to identify the theoretical principles underlying active teaching-learning methodologies. To this end, a narrative literature review was conducted in the Latin American and Caribbean Literature in Health Sciences (LILACS) and Education Resources Information Center (ERIC) databases in February 2024, considering articles published between 2019 and 2024 focused on adult education, peer-reviewed, and with free and full access. After applying the eligibility criteria (content analysis), 17 studies were included. Most of the works present a qualitative approach, with a predominance of experience reports and theoretical reflections. The principles identified were: student-centeredness; development of autonomy; student protagonism; Stimulating critical and reflective thinking; collaborative learning; contextualization and meaning; pedagogical innovation; emotional engagement; teacher mediation; and formative feedback. The analysis of the data, in light of the Science of Mind, Brain and Education (SMBE), allowed us to understand that these principles, when grounded in neuropsychoeducational evidence, contribute to the construction of learning environments that are more responsive to the cognitive, emotional, and social needs of students. This study aims to foster more intentional pedagogical practices, based on scientific principles of learning, and to support teacher training processes and innovation in higher education.