ACTIVE METHODOLOGIES AND INCLUSION: DIVERSIFIED TEACHING FOR ALL LEARNING STYLES

Abstract

The study addressed the educational model inserted in the technological environment, with emphasis on active methodologies and the challenges faced by teachers in promoting inclusive education. The research problem focused on the following question: what are the main challenges faced by teachers in adopting active methodologies in educational settings mediated by digital technologies? The general objective was to analyze these challenges, considering the demands of contemporary teaching practices. The methodology was bibliographic, based on authors who discuss active methodologies, technology-mediated teaching, and educational inclusion. The development analyzed how the use of technology can contribute to personalized learning, promoting active student engagement and respect for different learning styles. Obstacles related to teacher training, institutional conditions, and the need for pedagogical intentionality in the use of digital resources were highlighted. The final considerations concluded that implementing active methodologies requires valuing teaching work, continuous training, and policies that support innovation. The importance of further studies that empirically investigate the relationship between active practices, technologies, and inclusion was also emphasized.