THE USE OF ACTIVE METHODOLOGIES IN THE TEACHING AND LEARNING OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN BASIC EDUCATION IN CEARÁ

Abstract

This article analyzes the use of active methodologies in the teaching and learning of students with special educational needs in basic education in Ceará, focusing on their potential and challenges. The study adopts a qualitative, bibliographic approach, based on the analysis of two scientific articles published in 2025, using Bardin’s content analysis technique. The results show that active methodologies significantly contribute to student protagonism, autonomy, and engagement, especially when combined with emerging technologies such as artificial intelligence and gamification. Furthermore, these approaches promote personalized learning and meaningful knowledge construction, which are essential for inclusive education. However, the analysis also reveals challenges related to teacher training, school infrastructure, and resistance to changes in pedagogical practices. The findings indicate that the effective implementation of these methodologies depends on consistent public policies and investments in teacher education. Thus, active methodologies represent an important pathway toward more inclusive, equitable, and contemporary education.