Libro

According to IBGE (Brazilian Institute of Geography and Statistics), about 8% of Brazilians aged 15 to 65 are estimated to be illiterate. This doesn't even account for functional illiteracy. Issues such as not holding back students, prioritizing numbers over education quality, and using illiteracy indices based on schooling years instead of student ability worsen the imbalance in teaching and learning quality in our country. Despite improvements in functional illiteracy rates, many teachers face issues like school dropout, low performance, disinterest, laziness, and sleepiness in classrooms from basic education to higher education, public or private. Active methodologies support student reintegration and aim to address learning gaps through practical experience, peer contact, and problem-solving. Both students and teachers assume different roles and positions in active education. The teacher switches between instructor and facilitator roles, helping, encouraging, and assessing students to meet objectives during lessons. Students switch between passive in traditional classes and active when solving and developing projects guided by the teacher. In this process, the student will practically apply or deepen the content through group work, increasing contact with the subject in various ways. This enhances reasoning, defending viewpoints, teamwork, and more. Working in a team helps the struggling student understand the subject by asking peers questions or observing problem-solving, encouraging active and enthusiastic participation as they grasp the content and purpose of each step. Topics like the BNCC (National Common Core Curriculum), teachers' and students' perspectives on school realities, and the decline in education quality will also be discussed. Concepts defining and justifying active methodologies were clarified, with an example comparing students’ performance under traditional vs. active methodologies.