A INFLUÊNCIA DAS METODOLOGIAS ATIVAS NO DESENVOLVIMENTO DAS COMPETÊNCIAS DE LEITURA, ESCRITA E INTERPRETAÇÃO TEXTUAL: PERSPECTIVAS PARA UMA APRENDIZAGEM CRÍTICA NA EDUCAÇÃO BÁSICA

Abstract

ABSTRACT: The social, technological, and cultural transformations that have taken place in recent decades have demanded pedagogical practices capable of responding to the needs of an education focused on developing essential competencies for students’ holistic development. In this context, active methodologies promote student agency, collaborative learning, intellectual autonomy, and critical thinking. This study aims to analyze the influence of active methodologies on the development of reading, writing, and textual interpretation skills, highlighting their contributions to the development of critical and participatory individuals. The research is characterized as a qualitative literature review with an exploratory and descriptive approach, based on books, scientific articles, official documents, and academic studies on active methodologies, literacies, digital culture, and Portuguese language teaching. The theoretical framework is mainly grounded in the works of Freire, Vygotsky, Bakhtin, Marcuschi, Koch and Elias, Kleiman, Rojo and Moura, Soares, Moran, Bacich, as well as the Brazilian National Common Core Curriculum (BNCC). The literature reviewed indicates that strategies such as problem-based learning, project-based learning, flipped classroom, gamification, and collaborative learning can foster critical reading, text production, argumentation, and the interpretation of different discourse genres. It is concluded that, when pedagogically planned, active methodologies can contribute to strengthening language competencies and promoting more meaningful and contextualized learning in Basic Education. Keywords: active methodologies; critical reading; text production; textual interpretation; language competencies; digital literacy.