Gomes, Tayná dos SantosSantos, Wendrix Spinola2024-03-142024-03-142024-01-29https://repositorio.univasf.edu.br/jspui/handle/123456789/1179This research explores the convergence between the Flipped Classroom Active Methodology, based on the theories of Bergmann and Sams, and the Constructivist perspective of Piaget and Vygotsky, aiming to investigate the promotion of meaningful learning in Mathematics. The methodology adopted comprises a bibliographical approach, delving into works by renowned theorists, and exploratory research, analyzing the interaction between the Inverted Active Classroom Methodology and Constructivism. The results of implementing the Flipped Classroom in Mathematics Training Itineraries over two years reveal a significant change in student attitudes, demonstrating an increase in autonomy, involvement and significant understanding of the content. The experience report highlights the effectiveness of integrating the Flipped Classroom and Constructivism in promoting a more relevant and preparatory education for future challenges. The implications of this methodological fusion go beyond the classroom, shaping essential skills in students and contributing to the formation of conscious and adaptable citizens. In summary, the research provides valuable insights for contemporary pedagogical practice, emphasizing the importance of innovation and constant adaptation to achieve a more meaningful and impactful education.porsala de aula invertidaflipped classroomconstrutivismoconstructivismmetodologias ativasactive methodologiesaprendizagem significativameaningful learningeducação matemáticamathematics educationTrabalho de Conclusão de CursoCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICACNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM