REFLECTIVE TEACHING AND MEANINGFUL LEARNING: A DISCUSSION ON THE ROLE OF TEACHING IN LOWER SECONDARY EDUCATION

Abstract

This paper discusses reflective teaching and its relationship with meaningful learning in Lower Secondary Education (Middle School), a stage in which many students show difficulties in attributing meaning to school content, which can lead to demotivation and superficial learning. In this context, the teacher plays a central role, as their performance as mediator, planner, and evaluator directly influences how students engage, understand, and construct knowledge connected to real life. The general objective of the study was to analyze how reflective teaching can foster meaningful learning in Lower Secondary Education, discussing the teacher’s role in organizing pedagogical practices that promote understanding, autonomy, and active student participation. The justification for this study is based on the need to strengthen teaching practices that go beyond the simple transmission of content, valuing reflection on practice, pedagogical relationships, and strategies that help students learn meaningfully, especially in a school phase marked by transitions and challenges in the learning process. The methodology adopted was bibliographic research, carried out through the survey and analysis of academic productions such as scientific articles, books, and academic papers related to the theme, allowing for a theoretical foundation of the discussion and an understanding of different contributions on reflective teaching and meaningful learning. It is concluded that reflective teaching contributes to more consistent and meaningful learning in Lower Secondary Education by guiding teachers toward a more intentional, sensitive practice adjusted to students’ needs, fostering protagonism, meaning-making, and greater engagement in the educational process.