Uma discussão sobre a era pós-método na interface com as metodologias ativas no contexto do ensino de línguas

Abstract

Post-method pedagogy has emerged as a solution to didactic teaching gaps, especially regarding students' informational needs in language learning. In this context, this study aims to analyze the emergence and consolidation of active methodologies as a viable alternative to the limitations of traditional teaching methods. By situating these approaches within the context of the post-method and considering the integration of digital technologies, we seek to emphasize the relevance of this new perspective. The research is characterized as theoretical and essayistic, based on the reflections of authors such as Paiva (2006), Grandi (2017), Leffa (2016), Filho (2021), Brown (2007), Krashen (1981), Kumaravadivelu (2003), Silva (2008), Castro and Kieling (2021), Luiz (2021), who discuss the methodological transformations in language education and the technological innovations that impact this practice. These theoretical contributions provide a solid foundation that allows us to investigate how active methodologies align with contemporary educational requirements, especially in language teaching. In essence, active methodologies promote greater student protagonism in the learning process. This approach is aligned with the post-method era, challenging traditional practices and seeking more flexible, inclusive alternatives focused on the use of digital technologies. The centrality of the learner and the adaptation of pedagogical methods to their needs reflect an innovative trend in language teaching, requiring a continuous evaluation of conventional practices and an emphasis on the development of more autonomous and critical students. Thus, by integrating active methodologies and digital technologies into language teaching, we not only expand learning opportunities but also prepare students for a world in constant transformation, where the ability to learn continuously is becoming increasingly essential. This approach values the role of the student as the protagonist and establishes an educational environment that is more dynamic and responsive to the demands of the twenty-first century.