ACTIVE METHODOLOGIES IN ELEMENTARY SCHOOL I: AN EXPERIENCE REPORT ON PROMOTING MEANINGFUL LEARNING

Abstract

The constant social and educational changes have demanded that schools adopt teaching practices that encourage students to actively participate in knowledge building. In this context, active methodologies stand out as important strategies to promote meaningful learning, fostering autonomy, critical thinking, collaboration, and problem-solving. This study aims to share a teaching experience carried out in the 3rd grade of Elementary School I, with 25 students, in the municipal school system in 2025, highlighting the contributions of active methodologies to student learning. It is an experience report, with a qualitative and descriptive approach, based on contemporary education theoretical frameworks. This is an experience report with a qualitative and descriptive approach, based on theoretical frameworks of contemporary education. During the activities, strategies such as problem-based learning, collaborative work, station rotation, gamification, the use of educational games, technological resources, and investigative activities were used, allowing students to take a more active role in the teaching and learning process. The observed results indicate increased interest, participation, and interaction among students, as well as improvements in autonomy, problem-solving skills, and the consolidation of the skills outlined by the National Common Curricular Base (BNCC). It can be concluded that adopting active methodologies encourages more meaningful, dynamic, and contextualized learning, contributing to the overall development of early elementary school students.