ACTIVE METHODOLOGIES AND INNOVATIVE PRACTICES: EXPANSION AND REFRAMING OF THE TEACHING AND LEARNING PROCESS

Abstract

The article investigates active methodologies and innovative practices in the educational context, considering the challenges related to student participation and the reorganization of the teaching and learning process. The research problem focuses on understanding how these approaches contribute to the expansion and reframing of pedagogical practices. The main objective was to analyze the principal theoretical contributions on active methodologies, identifying conceptual foundations, recurring categories, and implications for teaching practice. The theoretical framework was grounded in national and international authors who discuss active learning, student protagonism, pedagogical mediation, and the educational use of technologies. The study adopted an integrative literature review approach, with data collection conducted in scientific databases and recognized institutional sources, using descriptors related to pedagogical innovation and active learning. The main findings indicate that active methodologies promote greater student engagement, strengthen learner autonomy, and support meaningful knowledge construction, especially when aligned with instructional planning and educational guidelines. The contributions of the study show that these approaches foster the reorganization of pedagogical practices, expand formative possibilities, and provide theoretical support for improving teaching quality. It is concluded that active methodologies represent a structuring axis for the reframing of the educational process, with relevant implications for teacher education, pedagogical management, and the advancement of research in the field of education.