PEDAGOGICAL PRACTICES AND MEANINGFUL LEARNING IN SCHOOL SPACES

Abstract

The article addresses the relationship between innovative pedagogical practices and the consolidation of meaningful learning in the school environment, analyzing how teacher mediation and active methodologies transform the educational process. The general objective is to investigate the strategies that favor the connection between academic theory and practical reality to generate a deeper and more autonomous student formation. The methodology adopted is configured as a Bibliographic Research, based on the theoretical contributions of Alves-Mazzotti and Gewandsznajder (2019) and Andrade (2020) to ensure procedural rigor and the consistency of the analyzes performed. The synthesis of the content covers discussions on the role of the teacher as a facilitator, the importance of diagnostic assessment and the inclusion of digital technologies as tools for intellectual engagement. Authors such as Pereira et al. (2024), Lira et al. (2024) and Santos et al. (2024) offer the necessary support to understand the dynamics of change in contemporary educational institutions. The brief analytical closing indicates that the effectiveness of formal education depends on the ability to assign meaning to the contents, making knowledge an instrument of social intervention and emancipation of the subjects involved in the formative path.