2024-07-252024-07-252022SOBRINHO JUNIOR, João Ferreira; MORAES, Cristina de Cássia Pereira. Parâmetros conceituais à estratégia pedagógica no contexto de metodologia ativa. Cadernos Cajuína, Teresina, v. 7, n. 1, p. 1-22, 2022. DOI: 10.52641/cadcaj.v7i1.565. Disponível em: https://cadernoscajuina.pro.br/revistas/index.php/cadcajuina/article/view/565. Acesso em: 23 jul. 2024.2448-0916http://repositorio.bc.ufg.br//handle/ri/25051In the contemporary context, one can notice the intentionality of educational actions that aim to implement innovative and diversified methods, based on various pedagogical strategies. However, the conceptual parameters that can support such pedagogical strategies are sometimes not yet clear or established to the educational actors. This article aims to present conceptual parameters that can subsidize diverse pedagogical strategies in the context of active methodology. In order to respond to this scenario, the methodological approach used was documentary and bibliographic research, for the survey, data collection and data analysis in a qualitative way. As a result of the research we identified six conceptual parameters: The active learning of the students; The perspective of pedagogical innovation for teaching, using or not digital technologies; The appropriation of the information takes place in an attractive way; The mediating position of the teacher facing the teaching; The interaction between the students and the teacher; and, the critical reflection of reality. We conclude that these conceptual parameters can be used subsidiarily to the construction and development of pedagogical strategies in the context of active methodology, considering that this is a necessity arising from the present day, which stimulates innovative and diversified methods to the educational action.porAcesso AbertoMetodologia ativaEstratégia pedagógicaLúdicoActive methodologyPedagogical strategyPlayfulArtigo10.52641/cadcaj.v7i1.565