Costa, Kelly da SilvaConceição, Gabriela Bento de Lima2026-09-032026-09-032026https://repositorio.ifrr.edu.br/handle/123456789/531This study aims to examine active methodologies as strategies capable of helping to transform Portuguese language instruction at the high school level, fostering meaningful, participatory, and student-centered learning while developing autonomy, student agency, and critical thinking. The research is qualitative and bibliographic in nature, drawing on books, theses, and dissertations regarding active methodologies and utilizing databases such as Google Scholar, SciELO, CAPES, and BDTD. The theoretical framework discusses the contributions of authors such as Socrates, Vygotsky, Piaget, Dewey, Paulo Freire, José Moran, Lilian Bacich, Antônio Nóvoa, Cortelazzo, and Hernández. The study presents active methodologies applied to Portuguese language teaching: Project-Based Learning (PBL), Flipped Classroom, Gamification, Hybrid Learning, and Collaborative Learning. These strategies foster reading, writing, oral communication, linguistic analysis, and problem-solving skills. The results indicate student engagement, autonomy, meaningful learning, and active student agency.pt-BRAttribution-ShareAlike 3.0 BrazilProtagonismo estudantilAprendizagem significativaEnsino híbridoSala de aula invertidaAprendizagem colaborativaEnsino de língua portuguesatcc_graduacaoLINGUISTICA, LETRAS E ARTESCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA