Aportes del Pensamiento Educativo de Decroly al Desarrollo de la Pedagogía Activa

In contrast to traditional educational approaches centered on memorization and an authoritarian control of the teaching process, the Active School offers an alternative that recognizes the student as the protagonist of their own learning, taking into account their interests, pace, and particular needs. This approach is grounded in principles such as meaningful and experiential learning, interdisciplinary integration, cooperative work, direct observation of the environment, the resolution of concrete problems, and the adaptation of the curriculum to children’s real-world contexts. Within this framework, the pedagogical thought of Ovide Decroly stands as a fundamental reference for active pedagogy, insofar as it puts forward an educational conception centered on the child and on their lived experience. From this perspective, the present work aims to analyze the contributions of Decroly’s educational thought to the development of active pedagogy. To this end, a qualitative methodology with a hermeneutic focus is adopted, enabling a critical reflection on his contributions to contemporary pedagogical thought. It is concluded that Decroly’s ideas constitute a significant contribution to active pedagogy by integrating didactic proposals oriented toward the child’s holistic development, grounded in their relationship with the environment, their interests, and their real needs.