PEDAGOGICAL DIFFERENTIATION: STRATEGIES TO ADDRESS DIVERSITY IN THE CLASSROOM

Abstract

The research aimed to analyze how active pedagogical practices, combined with educational technologies, contributed to building more inclusive and participatory teaching and learning processes. The study addressed the problem of how these practices fostered the reorganization of the Classroom and the redefinition of the teacher’s role. It was conducted through bibliographic research with a qualitative approach, using books and articles published in the last ten years. The data were collected from digital databases and organized into thematic categories to allow comparative analysis among authors. The results showed that the use of technology associated with active methodologies promoted student autonomy and encouraged collaborative learning. It was also found that pedagogical differentiation and critical literacy strengthened inclusion-oriented actions, making the learning process more dynamic and participatory. The study concluded that the articulation between pedagogical innovation, technology, and inclusion redefined teaching practices and contributed to the formation of critical and socially engaged learners.