Reconstituting Learning in Elementary Education: Pedagogical Strategies to Overcome Educational Gaps

Abstract

This article discusses the recomposition of learning in elementary education, highlighting pedagogical strategies to overcome educational gaps. The objective was to analyze the foundations and guidelines present in the literature and institutional documents, identifying practices that favor real learning progression, focusing on essential skills. Methodologically, this is a narrative bibliographic review, with a qualitative approach, constructed from references on formative assessment, the use of evidence in planning, and national and international guidelines for learning recovery. The results indicate that recomposition becomes more effective when organized as a continuous process, articulating diagnosis, intervention, and monitoring, with curricular prioritization aligned with the BNCC (Brazilian National Curriculum Base). The recurrence of strategies such as flexible groupings, complementary pedagogical support/tutoring, skills-oriented re-teaching, and frequent monitoring of progress, with attention to equity, was evidenced. It is concluded that the recomposition of learning requires pedagogical intentionality and institutional continuity, with the use of evidence to guide teaching decisions and support interventions capable of consistently reducing gaps.