Abstract
Abstract Higher education has undergone a significant expansion regarding the number of institutions, courses, professors, and students throughout the last decade, thereby emphasizing the system’s management, with the establishment of parameters and criteria for evaluating the teaching and learning processes. The existing debate on the active methodologies of higher education is necessary in the enhancement of important practices for the resignification of learning as a tool for deepening the understanding of the world, particularly through the experiences the students find themselves in. Thus, the main objective of this article is to propose a dialogue between active methodologies, higher education, and the formulations of a decolonial or post-colonial nature, based on the Latin American (particularly the Brazilian) situation.
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