CONCEPTUAL INTERSECTIONS BETWEEN CONSTRUCTIVISM, FLOW, AND SELF-DETERMINATION FOR ACTIVE METHODOLOGIES

Abstract

With the growth of Distance Education and the demand for student-centered training, it becomes relevant to explore pedagogical approaches that promote engagement and meaningful learning. Constructivism, based on the theories of Piaget and Vygotsky, emphasizes that learning is built by the student from their own experiences, fostering a deeper understanding of knowledge. The Self-Determination Theory (SDT) by Deci and Ryan highlights that intrinsic motivation is strengthened by autonomy, competence, and relatedness. The Flow Theory, by Csikszentmihalyi, describes a state of immersion and enjoyment that intensifies the connection with learning. This research aimed to identify and describe correlations between Constructivism, Flow, and SDT, highlighting their relevance to planning Active Methodologies in environments mediated by digital information and communication technologies. To this end, a bibliographic review and conceptual analysis were conducted. It was concluded that these theories complement each other by emphasizing aspects such as protagonism, intrinsic motivation, and engagement, providing insights to identify relevant elements for the development of new pedagogical practices.