ACTIVE METHODOLOGIES AND INNOVATIVE PRACTICES IN THE TEACHING AND LEARNING PROCESS

Abstract

This article focuses on active methodologies and innovative practices in the teaching and learning process, addressing the problem of understanding how these approaches contribute to pedagogical organization and student participation in educational contexts. The central objective was to analyze the contributions of these methodologies to the improvement of teaching quality, considering theoretical foundations, educational guidelines, and national and international scientific production. The theoretical framework was based on studies addressing student protagonism, teacher mediation, problem-based and project-based learning, as well as institutional documents oriented toward pedagogical innovation. The study adopted an integrative literature review approach, drawing on recognized scientific databases and institutional sources, using descriptors related to teaching, learning, and educational innovation. The main findings indicate that active methodologies promote greater student engagement, redefine the teacher’s role, and contribute to the articulation between curriculum, pedagogical planning, and participatory strategies. The conclusions demonstrate that these approaches provide consistent theoretical foundations for fostering more integrated educational processes, with relevant implications for teacher education, curriculum organization, and the strengthening of educational policies.