Metodologias ativas no ensino de Ciências Exatas na educação básica brasileira: uma revisão sistemática

Abstract

This research aimed to systematize academic evidence on the use of active methodologies in the teaching-learning process in Basic Education. To this end, a systematic literature review was conducted. The search for original articles was carried out in the CAPES Periodicals Portal and the Scientific Electronic Library Online (SciELO) databases, considering publications between 2015 and 2025, in order to cover a decade of academic production on the topic. Among the 23 selected articles, the most frequently addressed methodologies were Case-Based Learning, Game-Based Learning and Gamification, Problem-Based Learning, Blended Learning, Peer Instruction, Team-Based Learning, and the Flipped Classroom. Although they differ in their approaches, these methodologies share common characteristics, such as problematization, the promotion of autonomy, student protagonism, the teacher’s mediating role, and the development of essential skills, concepts, and attitudes that enable students to apply learning to real-life contexts. This process directly involves students in their own learning, and the results indicate that, despite the challenges associated with implementing active methodologies in the classroom, they represent a viable proposal and a relevant alternative for pedagogical practice. Thus, this research contributes to strengthening scientific knowledge in the field of education by systematizing evidence that may support teachers, administrators, and researchers in adopting more effective pedagogical strategies, fostering the development of more participatory, critical, and contemporary educational practices aligned with current educational demands.