THE TEACHER AND THE CHALLENGES OF IMPLEMENTING ACTIVE METHODOLOGIES

Abstract

This research discusses the challenges faced by teachers in implementing active methodologies in the context of public basic education, focusing on critical training, institutional conditions, and student-centered learning. The adopted methodology is qualitative, based on a bibliographic review of classical and contemporary authors, with emphasis on publications from 2020 onwards. The study shows that the effectiveness of active methodologies does not rely solely on technical application but on the existence of listening spaces, collective planning, qualified pedagogical mediation, and continuous teacher training. The findings indicate that, when critically appropriated, these methodologies expand student protagonism, strengthen the link between theory and practice, and contribute to the construction of a more democratic, reflective, and humanized school culture. The teacher's ethical role is also highlighted as a transformative agent capable of mediating complex processes and reinventing the school routine in dialogue with contemporary educational challenges. It is concluded that, more than instructional techniques, active methodologies represent a political-pedagogical stance that demands institutional commitment, cultural sensitivity, and engagement with the emancipation of school subjects.