ACTIVE METHODOLOGIES AS A NEW PARADIGM IN ELEMENTARY EDUCATION I: A REFLECTION THROUGH A NARRATIVE REVIEW

Abstract

This article presents a narrative literature review to reflect on the potential of Active Methodologies as a new paradigm in Elementary School I, highlighting their contributions to a more participatory, autonomous, and critical education. The research shows that these methodologies break with the traditional teaching model, promoting a learning environment that values ​​children's experiences and interests, favoring the development of essential skills such as critical thinking, creativity, and autonomy. The methodological-theoretical approach focuses on the analysis of current studies that emphasize the importance of pedagogical renewal and continuing teacher training, as well as the need for improvements in the physical conditions of schools for effective implementation. The main results indicate that the adoption of these methodologies has the potential to promote more meaningful, contextualized learning aligned with the demands of the 21st century, contributing to the formation of individuals better prepared to act socially. However, it faces obstacles related to institutional resistance, inadequate infrastructure, and teacher training, which require joint efforts from managers, teachers, and the public authorities. Thus, this study reinforces the importance of a conceptual and structural change in basic education so that Active Methodologies can be fully incorporated and transform the landscape of Elementary School I, promoting a more inclusive, dynamic education oriented towards student protagonism.