Meaningful learning
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The central question of this study aims to subsidise the (re)construction of a critical and transformative view of pedagogical practice, discussing alternatives that enable a conscious practice in the teaching and learning process. It therefore proposes a challenge to rethink classroom experiences, with the aim of contributing to the academic and teaching community through knowledge and practices that are committed to building meaningful learning.
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The central question of this study aims to subsidise the (re)construction of a critical and transformative view of pedagogical practice, discussing alternatives that enable a conscious practice in the teaching and learning process. It therefore proposes a challenge to rethink classroom experiences, with the aim of contributing to the academic and teaching community through knowledge and practices that are committed to building meaningful learning.
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The central question of this study aims to subsidise the (re)construction of a critical and transformative view of pedagogical practice, discussing alternatives that enable a conscious practice in the teaching and learning process. It therefore proposes a challenge to rethink classroom experiences, with the aim of contributing to the academic and teaching community through knowledge and practices that are committed to building meaningful learning.
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