Percepciones docentes sobre la implementación de metodologías activas en la educación secundaria

Introduction: Active learning methodologies are promoted to strengthen participatory learning and critical thinking in secondary education, but their implementation faces challenges in school conditions that affect their sustainability. Methods: A qualitative approach with a descriptive-interpretive design was used. Twenty secondary school social studies teachers from Educational District 02-06 San Juan Oeste were interviewed (purposive sampling). The analysis was thematic, based on the categorization of units of meaning. Results: Active learning methodologies are valued for increasing motivation, participation, collaborative work, and critical thinking. Their use is flexible and alternates with traditional practices. The main barriers were time, curriculum load, class size, limited resources, and the need for professional development support. Discussion: Implementation appears to be a situated and evolving practice, mediated by institutional conditions and the teachers' reflective appropriation of the methodologies, rather than by the "faithful" application of a model. Conclusions: Contextualized training processes and institutional support are required to consolidate active learning methodologies as a sustained practice in social studies.