2024-07-262024-07-262024-07-262024-02-29https://repositorio.ifal.edu.br/handle/123456789/562The integration between active methodologies and curricular progression in elementary education is a complex and dynamic theme in the contemporary educational scenario, as well as the articulation of this progression with the insertion of active methodologies. Therefore, this study seeks to understand the implementation of these practices in the final years of elementary school, especially in Natural Sciences, in line with changes in curricular organization, especially outlined by the National Common Curricular Base (BNCC). The research is justified by the need to deepen the discussion on the integration between progression and curricular organization, combined with the effectiveness of methodological practices. Regarding the study methodology, a descriptive research was chosen, seeking detailed characteristics of the phenomena and identifying correlations between variables. The qualitative approach was chosen to promote diversity and flexibility in understanding the perspectives analyzed. The bibliographic research was conducted at the Brazilian Digital Library of Theses and Dissertations (BDTD), covering the period from 2017 to 2023. The analysis and interpretation of the results were carried out through content analysis guided by Bardin (2016). The results reveal two main categories: active problematization methodologies with a focus on curricular integration and other active learning models with a focus on curricular integration. The theses explore the application of these methodologies, highlighting the importance of curricular integration, student autonomy and critical thinking. It is concluded that the interconnection between active methodologies, curricular progression and BNCC is vital for a more effective and holistic educational approach. The lack of studies that simultaneously address these elements highlights the need to promote a paradigm shift in educational research, encouraging interdisciplinary collaboration between researchers and overcoming resistance to change in traditional structures. This approach can contribute to a deeper understanding of the educational process and prepare students for the challenges of the 21st century.Acesso AbertoEnsino de ciênciasMetodologias ativas da problematizaçãoIntegração curricularScience teachingActive problematization methodologiesCurricular integrationTrabalho de Conclusão de CursoCIENCIAS HUMANAS