Participation is not always about inclusion: power, recognition, and the implementation of active methodologies

This article proposes understanding active learning methodologies as a framework that reshapes expectations about learning, teaching, and legitimizing teaching practice. To this end, a qualitative narrative review was conducted, organized through thematic synthesis and critical-interpretive reading of the corpus, articulating empirical and conceptual evidence on the teacher's role, authority, inclusion, and technological mediations. The results show, first, that "active learning" is established as a promise of improvement and as a transferable narrative of innovation, but its meaning becomes situated when design, evaluation, institutional culture, and real-time considerations are taken into account. Second, the shift toward active learning produces an identity expectation for teachers—the teacher as facilitator—that demands emotional and professional negotiation. Third, power relations do not disappear: they are reconfigured in visible and invisible ways that condition who participates, what is recognized as valid, and who is exposed. The article concludes that the debate must shift from "which methodology to choose" to the ethical and institutional conditions that allow for meaningful participation and educational justice.