Metodologias Ativas no Ensino de Língua Portuguesa: como engajar alunos em processos de recomposição da Aprendizagem

ABSTRACT The teaching of the Portuguese language faces significant challenges, especially due to educational gaps exacerbated by traditional methodologies that prioritize theoretical exposition over active student participation. In this context, active methodologies emerge as innovative alternatives to make learning more dynamic and meaningful. This study aims to analyze the impact of these approaches on learning recovery, emphasizing student engagement and the development of reading, writing, and text interpretation skills. This is a qualitative, exploratory, and descriptive research based on a bibliographic review of recent studies. Findings indicate that strategies such as flipped classrooms, problem-based learning (PBL), gamification, and hybrid teaching promote more interactive and effective instruction, contributing to overcoming learning difficulties. However, challenges such as teacher resistance, lack of specific training, and structural limitations hinder their large-scale implementation. Thus, continuous investment in teacher training and the improvement of pedagogical practices are essential to ensure the effectiveness of these methodologies in the learning recovery process. Keywords: Active methodologies, Portuguese language teaching, learning recovery, student engagement, pedagogical innovation.