Active Methodologies: A New Look at Pedagogical Practice in the School Space

Lucas Gabriel de Oliveira Silva; Flávia Pierrotti de Castro

DOI: 10.22167/2675-6528-202603170

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

Brazilian education faced challenges related to student engagement, motivation, and proactivity in the teaching-learning process, which drove the adoption of innovative pedagogical practices in the school context. The impact of active methodologies on the pedagogical process was investigated, analyzing their contribution to student engagement, autonomy, and proactivity, as well as to the redefinition of the teacher’s role. The research was characterized as a field survey with a quantitative approach, complemented by qualitative analyses of open-ended responses. It was conducted with teachers from elementary schools in public and private institutions in the city of São Paulo. Data were collected through digital questionnaires, which addressed the frequency of use of active methodologies, teachers’ perceptions of student engagement and autonomy, implementation challenges, and impacts on pedagogical planning. The results indicated that the use of active methodologies favored student participation, expanded their autonomy, and promoted significant changes in classroom dynamics, in addition to contributing to the transformation of the teacher’s role, who assumed the function of a mediator. Challenges such as lack of planning time, inadequate infrastructure, and the need for continuous training were identified. It was concluded that active methodologies constitute relevant strategies for the improvement of pedagogical practices and for the promotion of more meaningful learning in the school environment.

Keywords: Meaningful learning; Teaching-learning; Pedagogical innovation; Teaching practice; Student protagonism.

1. Introduction

Brazilian education faces persistent challenges related to student engagement, motivation, and proactivity in the teaching-learning process. In this scenario, active methodologies emerge as innovative pedagogical strategies, capable of transforming teaching practices and school dynamics, promoting more meaningful and student-centered learning. As highlighted by Moran (2018), these methodologies propose a shift in the focus of the educational process, moving the centrality of the class from the teacher to the student, who becomes the protagonist of their own learning.

Active methodologies comprise a set of pedagogical practices that stimulate investigation, critical reflection, problem-solving, and the collaborative construction of knowledge. By using these strategies, the professor ceases to act as a mere transmitter of content and assumes the role of mediator in the teaching process, promoting situations that favor students’ autonomy, participation, and protagonism. Thus, students adopt a more participatory and investigative stance, becoming active agents in the construction of their own knowledge and developing cognitive, social, and emotional skills fundamental to the challenges of the 21st century.

Among the different types of active methodologies, Problem-Based Learning (PBL), Project-Based Learning (PBL), Flipped Classroom, and collaborative learning dynamics stand out. According to Bonwell and Eison (1991), students develop deeper and more meaningful learning when actively involved in activities that require participation, reflection, and problem-solving. These strategies favor the contextualization of knowledge, allowing students to understand the applicability of content in real-world situations, which contributes to more lasting and relevant learning.

The implementation of active methodologies in the school space enables a more dynamic and participatory teaching environment, encouraging interdisciplinarity and the integration of knowledge. Libâneo (2013) emphasizes that school should be understood as a space for the construction and production of knowledge, where teachers and students collaborate in creating senses and meanings for learning. In this context, active methodologies not only transform pedagogical practice but also promote changes in school culture, strengthening the link between teaching, learning, and student participation. Furthermore, the integration of digital technologies and active methodologies expands the possibilities for personalizing teaching and favors the construction of more meaningful learning, as highlighted by Moran (2015), when discussing the concept of hybrid education as a strategy to enhance the educational process.

Given the persistence of challenges in student engagement and motivation in Brazilian education, and considering the potential of active methodologies to promote more meaningful learning and student protagonism, it becomes relevant to investigate educators’ perceptions of the application and impacts of these approaches. Understanding how teachers perceive the contribution of active methodologies to student development and to the redefinition of their own practices is fundamental for improving pedagogical strategies in the school context. Thus, the present study aims to investigate the impacts of active methodologies on the engagement, autonomy, and protagonism of elementary school students, based on the perception of teachers from public and private schools in the city of São Paulo.

2. Material and Methods

The research was conducted as a field survey, characterized as a survey, with a predominantly quantitative approach, complemented by qualitative analyses of open-ended responses. The study aimed to investigate teachers’ perception of the application of active methodologies in Elementary Education, identifying their impacts on student engagement, meaningful learning, student protagonism, and teacher pedagogical practice, according to Gil (2008).

The study universe was composed of teachers from Basic Education in public and private schools located in the city of São Paulo. The sample consisted of 25 teachers, selected through non-probabilistic convenience sampling. Participants were included in the study after voluntarily agreeing to collaborate with the research.

For the research to be carried out, the anonymity of the participants and the confidentiality of the collected information were guaranteed. The data were used exclusively for academic purposes, in accordance with CNS Resolution No. 510/2016. The study was classified as an opinion survey with unidentified participants, and was therefore exempt from review by a Research Ethics Committee.

Data collection was carried out using a structured questionnaire, designed and administered in digital format. The instrument was made available to participants via the Google Forms platform, using an electronic link. This link was shared on professional communication networks, aiming to reach faculty and facilitate information gathering.

The questionnaire was composed of different types of questions, including objective multiple-choice items, multiple-response questions, and Likert-type scale questions, with a variation from 1 to 5. Additionally, open-ended questions were included to allow for the exploration of participants’ more detailed perceptions. The questions addressed various dimensions of the research.

Among the dimensions considered, the participants’ profile was included, covering age range, length of experience, field of study, network, and level of education. The utilization and frequency of use of active methodologies were also investigated, as well as the types of methodologies employed by teachers in their pedagogical practice. This information allowed for the characterization of the context in which the methodologies were applied.

The instrument also sought teachers’ perceptions of student engagement, meaningful learning, and leadership. The impacts of active methodologies on teaching practice and pedagogical planning were addressed. Finally, the questionnaire investigated the challenges faced by educators in implementing these methodologies in the school environment.

For the data analysis, the quantitative data collected were submitted to descriptive statistics. The presentation of absolute and relative frequencies, expressed in percentages, was performed. This procedure allowed the identification of patterns and trends in the responses provided by the participants, offering an overview of the application of active methodologies.

The answers obtained in the open-ended questions of the questionnaire were analyzed using the content analysis technique, as proposed by Bardin (2011). This method allowed for the categorization of faculty perceptions regarding active methodologies, enabling a deeper understanding of the qualitative aspects raised in the research.

3. Results and Discussion

The research was developed with the participation of 25 Basic Education teachers, providing a diverse sample for understanding the impacts of active methodologies. The analysis of the participants’ profile revealed a notable heterogeneity in terms of age range and length of service, which allowed for a multifaceted view on the appropriation and application of pedagogical practices. This variety of teaching experiences is crucial for understanding the different perspectives and approaches in the implementation of educational innovations, as highlighted by Libâneo (2013), who emphasizes teaching practice as a process of continuous and adaptive construction.

Regarding the teachers’ scope of practice, a predominance of public school teachers was observed, representing 84% of the sample, in contrast to 20% from private schools. It is important to note that the sum of percentages exceeds 100% due to some participants working in both educational networks. In relation to the level of education, most teachers worked in the final years of Elementary School (64%), followed by the initial years (32%) and, to a lesser extent, by High School (16%). These data indicate that the results obtained predominantly reflect the scenario of Elementary School, an educational stage where, according to Freire (1996), the development of student autonomy and protagonism should be a central pillar of the pedagogical process.

The investigation into the frequency of use of active methodologies revealed a high adoption rate by teachers. Almost half of the participants (48%) stated they use these methodologies “always”, and 36% employ them “frequently”, totaling an expressive 84% of recurrent use. A smaller portion of educators uses them “sometimes” (12%) or “rarely” (4%). This usage pattern demonstrates a significant incorporation of active methodologies into the pedagogical practice of most educators, indicating a consolidated movement towards the expansion and diversification of teaching approaches. This finding corroborates the propositions of Moran (2018), who argues that active methodologies are fundamental to centering the learning process on the student and promoting greater engagement.

When exploring the types of active methodologies most employed by teachers, a diversity of strategies was identified. Station rotation was the most cited, with 60% of teachers indicating its use, followed by gamification, with 52%. Problem-based learning, project-based learning, and flipped classroom were equally mentioned by 40% of participants. This variety of pedagogical choices suggests that teachers seek to adapt their practices to meet the different needs and profiles of students, promoting an active construction of knowledge. This result is in line with the ideas of Hernández (1998), who advocates for the importance of methodologies that stimulate active participation and problem-solving in real contexts.

The teachers’ perception of pedagogical planning in relation to active methodologies was also analyzed. It was found that 52% of the faculty state that they plan their classes using active methodologies “always”, and 28% do so “frequently”. This data, totaling 80% of recurrent planning, indicates that these strategies are not just isolated tools, but are intentionally integrated into the class preparation process. Pedagogical intentionality in the use of active methodologies is a crucial aspect, as Moran (2018) points out, because the effectiveness of these approaches depends on structured planning aligned with learning objectives, ensuring that the proposed activities effectively contribute to student development.

The research results showed predominantly positive evaluations regarding the impacts of active methodologies on student engagement. A significant portion of teachers (48%) assigned the maximum score on the engagement perception scale, and 36% assigned a score of 4, indicating a high level of student involvement. This finding reinforces the idea that active learning, by promoting greater participation and interaction, is more effective in keeping students motivated and interested in the teaching process. Such perception corroborates the theories of Bonwell and Eison (1991), who argue that active student involvement in challenging and reflective activities results in deeper and more meaningful learning, surpassing traditional teaching methods.

Regarding meaningful learning, teachers also expressed a highly positive perception. The maximum grade was assigned by 56% of the professors, and 28% gave a grade of 4, indicating that active methodologies are perceived as effective in knowledge construction. This result can be interpreted in light of Ausubel’s (2003) contributions, which highlight meaningful learning as a process in which the student relates new information to prior knowledge, actively constructing their own understanding. The application of active methodologies, by promoting the contextualization and relevance of content, facilitates this connection and appropriation of knowledge.

Student protagonism was another aspect positively impacted by active methodologies, according to the professors’ perception. The majority of participants (64%) assigned the maximum grade, and 24% assigned grade 4, evidencing that students assume a more active and central role in the educational process. This finding is directly aligned with Freire’s (1996) conceptions, who advocates for a liberating education, in which the student is the active subject in the construction of knowledge, not a mere receiver. Active methodologies, by encouraging autonomy and decision-making, empower students to be transformative agents of their own learning journey.

Active methodologies also promoted significant changes in teaching practice. The data indicate that 48% of teachers assigned the maximum grade and 32% grade 4 for the modification of their performance. This result highlights the redefinition of the teacher’s role, who transitions from a content transmitter to a learning mediator, facilitating interaction and collaborative knowledge construction. This transformation is in line with the discussions by Libâneo (2013), who emphasizes the importance of a teacher acting as a guide, promoting a more dynamic and participatory teaching environment. Furthermore, 56% of teachers assigned the maximum grade to the improvement of pedagogical planning, which reinforces the importance of didactic organization and intentionality in the use of these approaches.

Despite the positive impacts, the research identified relevant challenges in the implementation of active methodologies. The main obstacle pointed out by teachers was the class size, with 80% of participants mentioning this difficulty. Inadequate infrastructure was cited by 48% of the faculty, and lack of planning time by 36%. Other difficulties included lack of training (28%), resistance from management (16%), and resistance from students themselves (16%). These results indicate that the effectiveness of active methodologies is conditioned by structural and institutional factors, which reinforces Gil’s (2019) discussions on the practical limitations in applying pedagogical strategies in the educational context.

The content analysis of the open-ended responses, conducted based on Bardin (2011), complemented the quantitative data, allowing the identification of three main categories. In the “student engagement” category, teachers consistently reported an increase in student participation and interest, corroborating the quantitative findings. In the “structural difficulties” category, the most frequently mentioned limitations were the high number of students and the lack of resources, which represent significant obstacles to the full implementation of active methodologies. Finally, in the “continuing education” category, teachers emphasized the pressing need for training and professional development to consolidate these innovative practices.

In summary, the results of this research demonstrate that active methodologies are perceived by teachers as highly effective strategies for promoting engagement, autonomy, and meaningful learning among Elementary School students. The adoption of these approaches also contributes to the redefinition of teaching practice and the improvement of pedagogical planning. However, their full and effective implementation still faces considerable challenges, such as large class sizes, inadequate infrastructure, and the need for continuous training for educators, indicating that the success of these methodologies depends on robust institutional support and continuous investments in professional development and resources.

4. Conclusion

The study sought to investigate the impacts of active methodologies on the engagement, autonomy, and protagonism of Elementary School students, based on the perception of teachers from public and private schools in the city of São Paulo. It was verified that the use of these approaches significantly favored student participation, expanding their autonomy and promoting more meaningful learning. It was observed that active methodologies contributed to the redefinition of teaching practice, transforming the teacher into a mediator of the teaching-learning process, and to the qualification of pedagogical planning, making classes more dynamic and intentional. Educators’ perception indicated a high level of student involvement and an active construction of knowledge, reinforcing the potential of these strategies for the integral development of students.

The main contribution of this study lies in consolidating the understanding that active methodologies are relevant pedagogical strategies for improving teaching-learning in Elementary Education. However, the research identified important limitations for their full implementation, such as class size, inadequate school infrastructure, and lack of time for teacher planning. Furthermore, the need for continuous teacher training emerged as a crucial challenge. For future studies, it is suggested to investigate the effectiveness of specific teacher training programs in the use of these methodologies, as well as to analyze the impact of public policies aimed at improving school infrastructure and reducing the number of students per classroom, in order to optimize the application of these innovative approaches.

Bibliographic References

Ausubel, D.P. 2003. Aquisição e retenção de conhecimentos: uma perspectiva cognitiva. Plátano, Lisboa, Portugal.

Bacich, L.; Moran, J.M. 2018. Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Penso, Porto Alegre, RS, Brasil.

Bardin, L. 2011. Análise de conteúdo. Edições 70, São Paulo, SP, Brasil.

Bonwell, C.C.; Eison, J.A. 1991. Active learning: creating excitement in the classroom. George Washington University, Washington, DC, Estados Unidos.

CNS, 2016 [Referência completa não encontrada no documento original]

Freire, P. 1996. Pedagogia da autonomia: saberes necessários à prática educativa. Paz e Terra, São Paulo, SP, Brasil.

Gil, A.C. 2008. Métodos e técnicas de pesquisa social. 6.ed. Atlas, São Paulo, SP, Brasil.

Hernández, F.; Ventura, M. 1998. A organização do currículo por projetos de trabalho. Artmed, Porto Alegre, RS, Brasil.

Libâneo, J.C. 2013. Didática. 2.ed. Cortez, São Paulo, SP, Brasil.

Moran, J.M. 2015. Educação híbrida: um conceito-chave para a educação, hoje. In: Bacich, L.; Neto, A.T.; Trevisani, F.M. (Org.). Ensino híbrido: personalização e tecnologia na educação. Penso, Porto Alegre, RS, Brasil.

Article originating from the Course Conclusion Work of the Specialization in School Management of the MBA USP/Esalq

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