ACTIVE METHODOLOGIES IN THE CONTEXT OF BASIC EDUCATION: MAPPING OF BRAZILIAN SCIENTIFIC PRODUCTION (2022-2026)

Abstract

Active methodologies represent a set of pedagogical approaches that reposition the student as the protagonist of their learning, breaking with the traditional teaching model centered on knowledge transmission (Cunha et al., 2024). In the context of Brazilian Basic Education, driven by guidelines such as the National Common Curricular Base (BNCC), these practices gain increasing relevance as a strategy to make teaching more meaningful and to develop essential skills for contemporary society. Despite the popularity of the topic, there is a lack of studies that systematize and map the national scientific production on the application of Active Methodologies at this educational level. This article aims to map the Brazilian scientific production on Active Methodologies in Basic Education from 2022 to 2026. This is a literature review research, with a qualitative approach, which used procedures for surveying and analyzing scientific articles indexed in academic databases. The results indicate an exponential growth in publications on Active Methodologies in Basic Education between 2022 and 2026. Predominant approaches include Problem-Based Learning (PBL), Gamification, and the Flipped Classroom. However, gaps are identified, such as the scarcity of research involving evening high school, as well as the lack of longitudinal studies that assess effective impacts on learning. In this scenario, insufficient teacher training and precarious school infrastructure emerge as recurring critical barriers. It is concluded that, although Active Methodologies are consolidated in academic discourse, their practical implementation still faces structural and curricular obstacles.