BETWEEN THEORIES AND PRACTICES: MEANINGFUL LEARNING AS A PEDAGOGICAL FOUNDATION IN THE FINAL GRADES OF ELEMENTARY SCHOOL

Abstract

This article aimed to analyze, based on educational literature, the foundations and possibilities of meaningful learning as a pedagogical approach for the final years of Elementary School. The methodology used was qualitative bibliographic research through the analysis of books, scientific articles, and academic publications available in major education databases. The results showed that although meaningful learning is widely recognized for its ability to enhance teaching, it still faces challenges in being effectively implemented in classroom practice, especially due to limited teacher training, traditional school culture, and pressure from external evaluations. Promising strategies were identified, such as the use of active methodologies, interdisciplinarity, sensitive listening, and student protagonism. It is concluded that making teaching more meaningful requires intentional planning, openness to dialogue, and appreciation of students’ contexts, consolidating a more human, critical, and transformative educational practice.