O ENSINO E A APRENDIZAGEM

ENCONTROS E DESENCONTROS

Abstract

The understanding that learning is not something that occurs automatically through teaching is relatively recent, more precisely from the second half of the 20th century. Even so, to this day we are faced with agreements and disagreements between these two processes that, from a Freirean perspective, can be considered two sides of the same coin (teaching). In this context, the objective of this work is to spark debate on the relationship between the way we teach and students' meaningful learning. The methodology, with a qualitative approach, relies on bibliographic research to anchor the discussions. The results indicate that: teacher training (initial and continuing) needs to contemplate the understanding of learning processes, as well as the relationship between pedagogical practices and meaningful learning; meaningful learning in the 21st century implies taking into account aspects such as unpredictability, collaboration, and critical thinking, with technology as a companion and a vision of a sustainable world and harmonious coexistence among all living beings, regardless of race, sex, nationality and/or culture. We can conclude that students' meaningful learning can be facilitated when teachers understand that pedagogical practices facilitate the knowledge construction process.