THE TEACHER'S ROLE IN ACTIVE METHODOLOGIES: CHALLENGES AND TRANSFORMATIONS IN THE TEACHING-LEARNING PROCESS

Abstract

This study examines the teacher's role in the context of active methodologies, analyzing the challenges faced and the transformations that occur in the teaching-learning process. The main objective was to investigate how the adoption of student-centered pedagogical approaches modifies the teaching function and impacts educational dynamics. The methodology employed consisted of a comprehensive literature review, using a qualitative approach to examine recent studies, innovative pedagogical practices, and cases of implementation of active methodologies. The results indicated that, although there is a consensus on the benefits of active methodologies, teachers face significant challenges in transitioning from a traditional model to a more participatory and collaborative approach. The research revealed the importance of continuous teacher training and the development of new competencies to facilitate active learning. The discussion addressed the implications of these findings for educators, educational institutions, and educational policy makers. It was concluded that the teacher's role in active methodologies is fundamental, requiring a reconfiguration of pedagogical practices and a change in mindset regarding the teaching-learning process.