READING, CULTURE, AND ACTIVE METHODS: AN INTERDISCIPLINARY PERSPECTIVE IN CONTEMPORARY EDUCATION

Abstract

This article aims to analyze the contributions of reading, culture, and active methodologies, from an interdisciplinary perspective, to strengthening the teaching and learning process in contemporary education. The research was developed through a basic bibliographic review, with a qualitative approach and descriptive objective, considering books, scientific articles, and academic productions related to the topic. The analysis shows that reading contributes to the development of critical thinking, autonomy, and interpretive skills in students, while the appreciation of culture brings school content closer to the experiences and sociocultural reality of the learners. Active methodologies, in turn, favor student protagonism, investigation, collaboration, problem-solving, and the collective construction of knowledge. In this context, interdisciplinarity presents itself as an integrating element between different areas of knowledge, enabling more contextualized, participatory, and meaningful pedagogical practices. It is concluded that the articulation between reading, culture, and active methodologies can contribute to a more critical, autonomous, creative, and socially participatory education, strengthening an education committed to the demands of contemporary society.