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The contributions of active methodologies in the process of...
The contributions of active methodologies in the process of renewal and transformation that education has undergone during the COVID-19 pandemic have been particularly significant, as they promoted adaptable, student-centered approaches suited to remote and hybrid learning contexts. Despite their implementation representing significant progress, certain limitations became evident because
A
structural inequalities, limited teacher training, insufficient institutional support, and inconsistent designed assessment methods hindered the consolidation and effective implementation of these innovative educational practices.
B
The National Common Curricular Base (NCCB) allows the use of active and student-centered methodologies, but only in a supplementary manner, leaving the majority of instructional practices predominantly guided by traditional lecture-based, teacher-centered, and rote learning approaches.
C
the Law of Guidelines and Bases of National Education (LDB) supposedly approved the use of active methodologies only in remote or online classes, restricting their application in traditional classroom settings.
D
the initial implementation of active methodologies tended to emphasize the use of technological tools over careful pedagogical adaptation and instructional design, thereby creating a significant gap between student engagement, meaningful learning experiences, and measurable learning outcomes.
E
In some schools, the integration of active methodologies was prioritized in elective or non-compulsory subjects rather than in the core curricula, which consequently limited their overall effectiveness and broader impact on the quality and transformation of the educational system.