TEACHERS' KNOWLEDGE AND ACTIVE LEARNING METHODOLOGIES: CONTRIBUTIONS TO PEDAGOGICAL PRACTICE

Abstract

This study presents an analysis of the contributions of teaching knowledge to the implementation of active methodologies and their implications for pedagogical practice in basic education. The research is characterized as qualitative, of a bibliographic and documentary nature, grounded in scientific productions and documents that discuss teacher education, professional knowledge, and active teaching methodologies. The theoretical framework is mainly supported by the contributions of Maurice Tardif (2014), Selma Garrido Pimenta (2012), José Carlos Libâneo (2013), Paulo Freire (2021), José Moran (2018), Neusi Berbel (2011), and Edgar Morin (2005), allowing for an understanding of teaching as a complex activity, constructed through the articulation of disciplinary, pedagogical, curricular, and experiential knowledge. The analysis revealed that active methodologies favor student participation, autonomy, collaboration, and the development of critical thinking, provided they are associated with pedagogical planning and qualified teacher mediation. The results demonstrate that the effectiveness of these methodologies depends on initial and continuing education, the institutional conditions offered by schools, and the teachers' ability to integrate different types of knowledge in organizing the teaching and learning process. It is concluded that the articulation between teaching knowledge and active methodologies strengthens more contextualized, reflective, and participatory pedagogical practices, contributing to the construction of an education committed to meaningful learning and the integral formation of students.