Digital Education and the role of Active Methodologies in Pedagogy Training

Abstract

New educational demands arise daily in the school environment, requiring reflection on the initial training of future educators. In this context, active learning methodologies emerge as an option to foster autonomy and active student participation in the teaching-learning process. Therefore, this article aims to report and analyze the experience of creating a didactic sequence using active learning methodologies to promote dialogue and the construction of knowledge about playfulness in a subject within a Pedagogy course. The method employs a qualitative and descriptive approach. The results demonstrate the relevance of integrating active learning methodologies into the initial training of educators, not only for the innovation they bring but also for valuing experiences that promote playfulness and connect theory and practice. It is concluded that moments with dynamic activities are essential for initial teacher training, effectively favoring the teaching-learning process.