ACTIVE METHODOLOGIES AT UNIVERSITY: A NEW TEACHING PERSPECTIVE

Abstract

This article aimed to analyze the contributions of active methodologies to the qualification of university teaching and the academic and scientific development of students. The research focused on the contemporary debate about the need for pedagogical practices that value student leadership, autonomous inquiry, and the shared construction of knowledge in higher education. To achieve this goal, a bibliographical study was conducted, based on national and international authors, with a careful selection of studies published between 2023 and 2025 in recognized scientific journals. The analyses indicated that the use of active strategies favored the development of more reflective, collaborative, and contextualized pedagogical practices, in addition to encouraging the development of intellectual autonomy and investigative skills among students. From the teaching perspective, active methodologies required a reorganization of teaching processes, a review of didactic approaches, and an openness to formative dialogue. The conclusions pointed to the strengthening of meaningful learning, the expansion of ethical and pedagogical commitment in higher education institutions, and the need for continuing education that considers these requirements. Challenges related to institutional resistance, planning time, and the adaptation of strategies to different curricular contexts were also highlighted. Further empirical studies investigating the effects of these methodologies in different courses and areas are recommended, with a view to improving university educational practices.