METODOLOGIAS ATIVAS NO ENSINO DE LÍNGUA PORTUGUESA: DA RECEPÇÃO PASSIVA AO PROTAGONISMO DISCURSIVO NO ENSINO MÉDIO

Abstract

Abstrat: This article discusses the possibilities of articulation between active methodologies and Portuguese Language teaching in Brazilian High School, aiming to overcome the traditional pedagogical model centered on the transmission of decontextualized grammatical content. Based on a theoretical review grounded in contemporary authors, the study reveals epistemological convergences between the principles of active methodologies — student protagonism, meaningful learning, collaboration — and the socio-interactionist and dialogical perspectives of mother tongue teaching. It analyzes how the guidelines of the Common National Curricular Base for Portuguese Language, organized around the axes of reading, text production, orality, and linguistic/semiotic analysis, align with the assumptions of active methodologies. The study explores theoretical possibilities of articulation between different active approaches — such as Project-Based Learning, reading circles, collaborative writing, structured debates, and contextualized linguistic analysis — and the development of communicative competencies among High School students. It also discusses the structural, cultural, and formative challenges for implementing such practices in the Brazilian educational context. The conclusion is that active methodologies constitute a promising path for training critical readers, competent text producers, and subjects who are protagonists of their discursive practices, provided they are supported by adequate public policies and consistent formative processes.