Metodologias ativas e tecnologias na educação infantil: reflexões sobre desafios e possibilidades

Abstract

This article aims to identify concepts, challenges, potentialities, and theoretical contributions that support and guide the application of active methodologies mediated by digital technologies in Early Childhood Education. The research is justified by the growing presence of technologies in children's daily lives and the strengthening of active methodologies as a strategy to promote autonomy, protagonism, and meaningful learning from the earliest school years. This is a qualitative, theoretical study developed through a narrative literature review. Discussions were based on dialogues with authors such as Oliveira (2012), Jenkins (2015), Moran (2017), Freire (1996), among others. The bibliographic survey was conducted throughout the Pedagogy program, with subsequent refinement in the Digital Library of Theses and Dissertations (BDTD), prioritizing publications in Portuguese, free access, and available in full. Dissertations published between 2022 and 2025, as well as those defended at the Federal University of Rio Grande do Norte, were selected. The results demonstrate that, although there is real potential in active practices mediated by technology, obstacles related to teacher training, school infrastructure and the adaptation of strategies to the specificities of early childhood still persist.