AS CONTRIBUIÇÕES DAS METODOLOGIAS ATIVAS PARA O PROCESSO DE APRENDIZAGEM NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

This study, developed within the scope of the Academic Master's Program in Education at Faculdade de Inhumas (FacMais), affiliated with the Research Line in Education, Culture, Theories, and Pedagogical Processes, investigated active methodologies and their influence on the learning process in the final years of Elementary School. Faced with the diverse origins of learning difficulties, a more inclusive approach was proposed, recognizing the complexity of this phenomenon. The problem question was oriented towards the possibility of active methodologies being auxiliary tools for teachers to address students' learning difficulties in this stage of education. The justification was based on the need to abandon traditional approaches due to the transformation of students' profiles in the 21st century, emphasizing the importance of perspectives that consider individual diversity and the numerous factors influencing the learning process. The aim was to investigate the impact of active methodologies on teaching work, contributing to addressing learning difficulties. To achieve this, some learning concepts were presented, the relationship between learning difficulties and school failure was analyzed, and specific contributions of active methodologies were identified. Regarding the methodology, the study was based on a narrative literature review, adopting a qualitative and descriptive approach. The bibliographic research was conducted in two stages, with an initial survey and the selection of the theoretical framework, using the Brazilian Digital Library of Theses and Dissertations, through the use of descriptors related to the theme. It was found that active methodologies have a significant impact on the teaching-learning process, stimulating active student participation, collaborative knowledge construction, and skill development. However, it is emphasized the importance of adaptation by teachers to create more participative and collaborative learning environments. The diversity of these methodologies offers opportunities to address learning difficulties, promoting a more contextualized and effective teaching.