INNOVATIVE PEDAGOGICAL PRACTICES: ACTIVE METHODOLOGIES AND THEIR TECHNOLOGIES AND THE CHALLENGES OF EDUCATION IN BRAZIL

Abstract

This review aimed to demonstrate how active methodologies can serve as agents of transformation in the quality of Brazilian education. The scientific articles evaluated were found on Google Scholar using the descriptors “active methodology” and “functional illiteracy”. Functional illiteracy consists of the inability to understand simple sentences. It is estimated that 29% of Brazilians are illiterate. Among students, illiteracy affects 13% of high school students and 4% of university students. One of the strategies for improving teaching is the use of active methodologies, which are pedagogical practices that encourage student participation and autonomy in the learning process. However, the implementation of these methodologies faces challenges, including teacher training, full classrooms, an extensive curriculum to complete, and a lack of laboratory infrastructure. Among the solutions, the curricular components should be viewed as an ongoing process, ensuring that the content and pedagogical practices keep pace with social and technological transformations. The continuing training of teachers and the expansion of the professional staff in the education system also emerge as a fundamental strategy for the adoption of active methodologies. This article explains in detail various hybrid teaching models, including station or individual rotation, rotational laboratory, flipped classroom, flex, and à la carte.