Active teaching methods: the flipped classroom as a tool to combat student passivity

Abstract

This article analyzes the flipped classroom as an active methodology capable of confronting student passivity, understood as a pedagogical posture characterized by uncritical reception of content, limited participation, excessive dependence on teacher exposition and low student co-responsibility in knowledge construction. The study adopts a qualitative and bibliographic approach, based exclusively on Brazilian academic texts on active methodologies, flipped learning, educational technologies, formative assessment and student protagonism. The analysis argues that the flipped classroom can shift students from the role of listeners to active participants when associated with intentional planning, teacher mediation, accessible previous materials and classroom activities focused on application, discussion and problem solving. The article concludes that the flipped classroom should not be reduced to videos, texts or assignments sent before class, but should be understood as an intentional reorganization of time, space, roles and assessment instruments in the teaching-learning process. Its effectiveness depends on coherence among objectives, prior study, classroom activity, feedback and knowledge consolidation, especially in educational contexts where learning is still associated with listening, copying and reproducing content. When implemented progressively and with consistent guidance, this methodology can strengthen student autonomy, engagement and critical thinking.