ACTIVE METHODOLOGY: ROTATION BY SEASONS AS A LEARNING PERSPECTIVE

Abstract

This article sought to analyze Station Rotation as an active learning methodology in the context of 21st-century digital culture. In light of the overcoming of the traditional model, in which the teacher is the sole holder of knowledge, the study revisits Active Methodologies as student-centered strategies, in which students construct their own knowledge. Station Rotation, a type of Hybrid Teaching, offers students the opportunity to learn in groups, research, reflect, and seek solutions in learning stations, requiring teachers to improve their praxis and recognize students' knowledge. The methodology adopted was a literature review, structured around three thematic axes: Active Methodologies, the role of the teacher, and Station Rotation. The research found in the literature that Station Rotation can transform learners into reflective, critical, autonomous individuals who are protagonists of their own knowledge. However, challenges such as teacher resistance, lack of training, and technological deficiencies constitute barriers to its implementation.