Metodologias ativas como estratégias didáticas no ensino de matemática

Abstract

Education undergoes profound changes, due to proposals such as the BNCC and the demands required for the profile of a critical-reflective citizen immersed in the digital age. Thus, this article proposes to demonstrate the importance of integration between the foundations of active teaching-learning methodologies with an emphasis on the appreciation of the skills signaled in the PCN and BNCC. In order to achieve this objective, we tried to make an approach about significant learning related to the current official documents and to understand the existing correlations. This study is configured as bibliographic and documentary descriptive (GIL, 2019; TRIVIÑOS, 2008). A systematic literary review was carried out on articles and publications available on the Scielo and the Capes platform and a discursive articulation related to the theme was made. We conclude that active methodologies promote a more autonomous and very promising learning connected with the emerging Competencies, strengthening the freedom of learning and delineating a critical-reflective culture.