APPLICATIONS OF ACTIVE METHODOLOGIES IN SPECIAL EDUCATION TO PROMOTE AUTONOMY AND SCHOOL INCLUSION

Abstract

This article aims to analyze the contributions of active methodologies in the teaching and learning process of students with disabilities, focusing on promoting school inclusion and student leadership in basic education. The research is qualitative, theoretical-bibliographic in nature, based on the analysis of contemporary publications that address the practical application of these methodologies in the context of special education. It seeks to avoid approaches centered on the philosophical foundations of active pedagogies, such as Dewey's classical formulations, focusing instead on concrete pedagogical practices and strategies, such as the flipped classroom, gamification, and project-based learning. The research results indicate that the adoption of active methodologies favors the development of autonomy among students with disabilities, expands the possibilities for participation in school activities, and contributes to the construction of inclusive environments. It is concluded that, although structural and training challenges persist, the implementation of active methodologies offers promising paths to a more equitable and responsive education.