ACTIVE PEDAGOGIES: A NEW WAY OF CONCEIVING TEACHING

Abstract

This article addresses the concept of active pedagogies as a transformative alternative to traditional teaching models, especially in school settings that require more participatory, inclusive, and meaningful methodologies. The main objective is to analyze the theoretical and practical foundations that support active pedagogies, as well as their impact on the construction of contextualized, critical, and collaborative learning. Using a bibliographic methodology, we review recent contributions by authors such as Freire, Dewey, Morin, and Zabala, along with contemporary research that demonstrates the effectiveness of these strategies in the development of cognitive, emotional, and social competencies. Active pedagogies are characterized by placing the student as the protagonist of the educational process, promoting dialogue, problem-solving, teamwork, and critical reflection. Instead of reproducing content mechanically, we seek to generate learning experiences that connect with the student's reality, fostering autonomy, creativity, and complex thinking. This vision also implies a transformation of the teaching role, which shifts from being a transmitter of knowledge to a facilitator of educational processes. The findings lead us to conclude that active pedagogies are a relevant way to redefine teaching in diverse settings, especially in vulnerable areas where education needs to be more humane, situated, and emancipatory.