FROM TRADITIONAL TO PARTICIPATORY: RESISTANCES AND RE-SIGNIFICATIONS IN THE USE OF ACTIVE METHODOLOGIES BY IN-SERVICE TEACHERS

Abstract

Undeniably, the debate on pedagogical innovation has gained strength in the Brazilian educational context, especially in light of the need to overcome traditional practices and promote more active and meaningful learning. In this scenario, active methodologies emerge as approaches capable of repositioning the student at the center of the educational process and encouraging teachers to reflect on their own practice. The aim of this study was to analyze the challenges, resistances, and possibilities for the re-signification of pedagogical practice associated with the adoption of these methodologies. To this end, a qualitative bibliographic study was conducted, involving the interpretative analysis of research discussing teacher education, school culture, and methodological innovation. The results show that, although growing, the literature remains incipient in addressing active methodologies directly and in depth as a tool for critical reflection and reconstruction of teacher identity, focusing mostly on applied or descriptive aspects. It is concluded that there is a need to expand investigations that more systematically articulate the formative and reflective dimensions of these methodologies, in order to strengthen pedagogical change processes and contribute to a more conscious, critical teaching practice aligned with the contemporary demands of education.