O ensino de ciências naturais por metodologias ativas:uma revisão narrativa no ensino fundamental – anos finais

Abstract

The article “Science Education Through Active Methodologies: A Narrative Review in Middle School Science Classes” presents an analysis of scientific production on the use of active methodologies in Science Education in the final years of Elementary School between 2019 and 2024. The main objective was to examine, through a narrative literature review, how active methodologies have been applied to Science teaching in this educational stage. The research was conducted in the SciELO, Google Scholar, CAPES Journal Portal, and ENPEC/ENEBIO proceedings databases, using the descriptors “active methodologies,” “science teaching,” and “elementary school,” combined with the boolean operator AND. After applying inclusion and exclusion criteria, six studies were selected for analysis. The results highlight the use of strategies such as flipped classroom, project-based learning, educational games, collaborative activities, and field classes, which promote engagement, autonomy, and knowledge construction. Recurring challenges include limited infrastructure, the need for teacher training, and institutional resistance. The study concludes that, despite existing obstacles, active methodologies are essential resources for making Science Education more dynamic, collaborative, and aligned with the BNCC.