Active methodologies and Inclusive Education: challenges and pathways to inclusive pedagogical practices

Abstract

This article analyzes the intersection between active methodologies and inclusive education, aiming to identify how these pedagogical approaches can help overcome historical challenges in the school environment. The central objective is to investigate the potential of active methodologies in promoting efficient teaching that respects diversity and ensures learning equity. The adopted methodology consisted of a qualified bibliographic research, based on classical and contemporary authors who discuss student protagonism and school inclusion. The results indicate that, although there are structural and formative barriers, the implementation of strategies such as Problem-Based Learning (PBL) and Universal Design for Learning (UDL) promotes the autonomy of students, both with and without disabilities. Furthermore, continuous teacher training curricular flexibility, and the use of accessible resources are essential for these methodologies to be effectively inclusive in everyday school life. This transformation of teaching practice, combined with the intentional use of active methodologies, is fundamental for building a democratic, accessible school committed to meaningful learning for all. Thus, the study reaffirms that pedagogical innovation should be articulated with respect for differences and the active participation of students to guarantee the right to education.