ACTIVE METHODOLOGIES MEDIATED BY TECHNOLOGY

A CRITICAL ANALYSIS OF THE TEACHER’S ROLE IN COLLABORATIVE LEARNING

Abstract

This article critically discusses the role of teachers in mediating active methodologies supported by technology, considering their potential and limitations in the context of collaborative learning. The emergence of these practices in the Brazilian educational scenario stems from the need to overcome the transmissive logic of traditional teaching, incorporating digital culture and fostering student protagonism. The central problem lies in the fact that the presence of technological resources alone does not ensure meaningful learning, since it is the teacher’s mediation that attributes pedagogical intentionality, stimulates shared responsibility, and promotes emancipatory learning processes. The general objective of the research was to analyze how teachers can exercise a critical and effective role in this context, while the specific objectives were to discuss the theoretical foundations of active methodologies, examine digital technologies as mediating instruments, problematize the relationship between collaborative learning and pedagogical mediation, and identify challenges and future perspectives for teaching practice. This investigation is characterized as a bibliographic, qualitative research, carried out through a survey in international academic databases such as Google Scholar, Scopus, and Web of Science, in addition to the analysis of Brazilian normative documents, such as the National Curriculum Parameters and the National Common Curricular Base. The analysis of the materials, conducted in a critical and interpretative way, revealed that active methodologies expand student engagement, creativity, and autonomy when consistently planned, but their implementation still faces structural barriers, such as infrastructure precariousness, and pedagogical challenges, such as gaps in teacher training. It is concluded that teachers play a central role in the integration between technology and active methodologies, acting as mediators and designers of learning experiences, articulating technical, pedagogical, and ethical dimensions. Therefore, educational innovation only becomes effective when supported by public policies on digital inclusion, continuing teacher education, and adequate institutional conditions, ensuring that technology serves as an instrument of democratization rather than exclusion.