ACTIVE METHODOLOGIES IN FACING EDUCATIONAL INEQUALITI

Abstract

Educational inequalities remain one of the main challenges to the realization of the right to learning in Brazil, requiring the revision of pedagogical practices and traditional teaching models. In this context, the study analyzed the contributions of active methodologies to face these asymmetries, considering their theoretical foundations, possibilities, and limitations in basic education. A bibliographic research with a qualitative approach was carried out, based on scientific articles, books, and official documents published between 2021 and 2024. The results indicate that active methodologies promote student protagonism, personalization of learning, and appreciation of local knowledge, essential elements for the promotion of equity. It was evidenced that strategies such as project-based learning, flipped classroom, and problem solving increase engagement and contribute to the inclusion of historically excluded groups. However, it was verified that the effectiveness of these approaches depends on structural conditions, continuing teacher education, and critical use of digital technologies. It is concluded that such methodologies represent a relevant instrument for the democratization of education when articulated with policies committed to social justice.