O protagonismo discente no ensino de ciências: uma revisão decenal das metodologias ativas (2015-2025)

Abstract

This final paper, developed within the scope of a specialization in Science Teaching, aims to analyze scientific articles that address active learning methodologies as strategies to qualify the teaching and learning process in basic education, through a literature review. The analysis of the selected productions focuses on understanding active methodologies as pedagogical proposals that position students as protagonists of their own learning, fostering the construction of meaningful knowledge. Different methodologies are examined, as well as the use of digital and non-digital resources as mediating tools, highlighting their impacts on student engagement, autonomy, and active participation. The evidence indicates that student agency, combined with investigative and collaborative situations, is fundamental for a successful learning process. In this sense, active methodologies enhance a more dynamic and meaningful learning experience, contributing to overcoming the limitations of traditional teaching models. The systematic review was conducted using the SciELO, CAPES Journals Portal, and Google Scholar databases, covering studies published between 2015 and 2025. The initial search identified 327 records, and after the application of eligibility criteria and the PRISMA protocol, 28 studies were included in the final analysis. The findings indicate that active learning methodologies enhance student agency, engagement, autonomy, and meaningful learning in Science Education. Furthermore, the evidence suggests that investigative and collaborative learning environments contribute significantly to students’ cognitive development and participation in the learning process.