DIGITAL TECHNOLOGIES AND ACTIVE LEARNING PRACTICES IN THE SCHOOL CONTEXT

Abstract

This research analyzes the relationship between digital technologies and active learning practices in the school context, considering their implications for the teaching and learning process. The investigation is based on the understanding that the integration of digital technologies reconfigures pedagogical dynamics, requiring the reorganization of teaching work and the expansion of student participation in learning activities. The research is characterized as a bibliographic study with a qualitative approach, grounded in the analysis of academic productions addressing digital technologies, pedagogical mediation, and active learning methodologies. The findings indicate that digital technologies expand opportunities for interaction, collaboration, and student authorship when integrated into intentional pedagogical proposals mediated by teachers. The effectiveness of these practices depends on factors such as teacher training, pedagogical planning, and institutional conditions, which directly influence learning experiences. It is concluded that active learning mediated by digital technologies represents a relevant strategy in the school context, promoting student participation, collective knowledge construction, and the reorganization of pedagogical practices.