TEACHING BEYOND THE GAZE: METHODOLOGIES THAT VALUE MULTIPLE FORMS OF LEARNING

Abstract

This article aimed to analyze how methodologies that value multiple forms of learning were able to restructure curriculum planning and broaden the understanding of educational processes, considering the complexity of the cognitive, affective, and social dimensions involved in learning. The study focused on overcoming the traditional instructional model through the integration of inclusive principles of didactic organization and evidence produced by contemporary analytical approaches. To achieve this purpose, a qualitative bibliographic research design was adopted, based on the selection, critical reading, and articulation of recent scientific publications identified in a specialized academic database, according to criteria of thematic relevance and recency. The analysis made it possible to identify that curriculum reorganization guided by multiple forms of interaction fostered greater student participation and an expanded understanding of formative processes, although theoretical, methodological, and ethical challenges related to data integration and conceptual interpretation of the findings persisted. It was concluded that the articulation between inclusive pedagogical organization and process-oriented learning analysis represented a coherent strategy to address the heterogeneity of educational contexts, provided that it was supported by consistent theoretical grounding and methodological rigor.