Língua Portuguesa: o uso das metodologias ativas no processo de ensino-aprendizagem dos alunos do Ensino Fundamental II

Abstract

This study discusses the use of active methodologies in the teaching of Portuguese Language in lower secondary education (Ensino Fundamental II), considering the historical and contemporary challenges that characterize Brazilian education. The research is guided by the following question: how can active methodologies contribute to the teaching-learning process of Portuguese Language in lower secondary education? Accordingly, the general objective is to investigate the effectiveness of active methodologies in this educational context. The theoretical framework is based on authors such as Liberali (2018), Rojo (2012), Valente (2018), Bagno (2016), and Moran (2018), who advocate for interactive, student-centered teaching approaches, as well as on Piaget (1975) and Vygotsky (1997), who understand active learning as a social process. The study adopted a systematic literature review, selecting books, academic articles, and official documents (PCNs and BNCC) in order to map theoretical and practical contributions. The analysis involved critical reading and comparative examination of the selected studies. The results indicate that active methodologies such as problem-based learning (PBL), flipped classroom, gamification, and the use of digital technologies foster the development of competencies established by the BNCC, including reading, writing, orality, critical thinking, and collaboration. These strategies make teaching more meaningful, connect curricular content to students’ real-life contexts, and promote greater learner autonomy. It is concluded that active methodologies represent effective alternatives for transforming Portuguese Language teaching, helping to overcome traditional practices and promoting more reflective, contextualized, and inclusive learning