SALA DE AULA INVERTIDA E TECNOLOGIAS DIGITAIS NO ENSINO SUPERIOR

The increasing incorporation of digital technologies in education has driven the adoption of active learning methodologies, among which the flipped classroom stands out. This article aims to analyze, through a bibliographic study, the flipped classroom as a pedagogical strategy mediated by digital technologies in higher education. Based on authors such as Bergmann and Sams, Bacich, Moran, and Valente, the study discusses the theoretical foundations of the methodology, its contributions to active learning, and the challenges for its implementation. The methodology consists of a systematic bibliographic review of scientific productions published between 2019 and 2025. Data analysis shows that the flipped classroom promotes greater student protagonism, deeper conceptual understanding, and more meaningful use of face-to-face class time, provided it is supported by pedagogical planning and adequate teacher training. It is concluded that the flipped classroom mediated by digital technologies represents an innovative strategy aligned with contemporary educational demands.