Challenges and potentialities of implementing active methodologies in public schools

Abstract

Objective: To investigate the challenges and potentialities of implementing active methodologies in public schools, analyzing how such practices impact the teaching-learning process and the holistic development of students. Literature review: The literature indicates that active methodologies, such as problem-based learning, flipped classroom, and interdisciplinary projects, foster greater student protagonism and the development of socio-emotional skills. However, several studies highlight obstacles such as teacher resistance, lack of continuous training, structural limitations of public schools, and difficulties in accessing technological resources. On the other hand, experiences reported in different school networks show significant gains in engagement, critical thinking, and student collaboration when these methodologies are applied in a planned and context-adapted manner. Final considerations: The study shows that, despite structural and pedagogical barriers, active methodologies hold high transformative potential in public education, provided they are supported by adequate policies and teacher training.