ACTIVE METHODOLOGIES MEDIATED BY DIGITAL TECHNOLOGIES

IMPACTS AND PEDAGOGICAL CHALLENGES IN TEACHING PRACTICE

Abstract

This article investigates the impacts and pedagogical challenges of adopting active methodologies mediated by Digital Information and Communication Technologies (DICT) in teaching practice. The research, of qualitative and bibliographic nature, covers academic studies and official documents published between 1997 and 2025. The findings indicate that active methodologies, such as flipped classroom, project-based learning, and gamification, enhance student autonomy, foster engagement, and develop critical and creative skills. However, significant barriers are evident, including insufficient school infrastructure, resistance among part of the teaching staff, and gaps in teacher training processes. The analysis of official documents, such as the Base Nacional Comum Curricular (BNCC) and its complementary guidelines, reveals that public policies acknowledge the centrality of DICT, but their effectiveness depends on teacher appreciation and concrete institutional conditions. It is concluded that the integration of active methodologies and digital technologies is not limited to the instrumental use of resources, but requires pedagogical intentionality, consistent policies, and social commitment to the democratization of knowledge and the construction of digital citizenship.