FLIPPED CLASSROOM: STRATEGIES FOR TEACHING AND LEARNING IN CONTEMPORARY EDUCATION

Abstract

This article analyzes the flipped classroom as a pedagogical strategy in the context of contemporary education, focusing on its contributions to teaching and learning processes. The study is characterized as bibliographic research, based on authors who discuss active methodologies, educational technologies, and innovative practices. The results indicate that the flipped classroom enhances student protagonism, autonomy, and engagement by reorganizing learning time and space and promoting greater classroom interaction. It is also evident that the use of digital resources contributes to personalized instruction and meaningful learning. However, the literature highlights challenges related to teacher training, technological infrastructure, and students’ adaptation to this pedagogical model. The analysis shows that the effectiveness of the flipped classroom depends on the articulation between pedagogical planning, the use of technologies, and the commitment of the actors involved in the educational process.