ACTIVE METHODOLOGIES AND DIGITAL TECHNOLOGIES IN BASIC EDUCATION: AN ANALYSIS OF THE STATE OF KNOWLEDGE ON CONTEMPORARY PEDAGOGICAL STRATEGIES

Abstract

This study critically analyzes the contributions of active methodologies mediated by digital technologies in the context of Basic Education, focusing on contemporary pedagogical strategies aimed at promoting meaningful learning. With a qualitative approach and bibliographic nature, the research adopts the state-of-the-art method, conducting a systematic survey of scientific publications between 2020 and 2025 in the SciELO database. Data analysis was guided by content analysis techniques, allowing the studies to be organized into thematic areas related to active methodologies, the integration of Digital Information and Communication Technologies (DICT), and the impacts of these practices on the teaching-learning process. The results indicate that strategies such as project-based learning, the flipped classroom, and hybrid teaching have the potential to increase student engagement, promote student leadership, and cater to diverse learning styles and paces, provided they are accompanied by consistent pedagogical planning and ongoing teacher training. However, there are structural and training challenges that limit the effectiveness of these methodologies, especially in contexts marked by educational inequalities. It can be concluded that active methodologies, when critically articulated and contextualized to TDICs, constitute important possibilities for pedagogical innovation in Basic Education, contributing to the reframing of teaching practices and the construction of more inclusive and participatory educational processes.