BASIC EDUCATION AND THE CONSTRUCTION OF MEANINGFUL EDUCATIONAL PATHWAYS

Abstract

The structuring of school trajectories in the fundamental stage constitutes a challenge for the curricular organization that seeks to integrate scientific knowledge and social realities. This article aims to investigate the pedagogical conditions necessary for the elaboration of learning itineraries that promote student engagement and intellectual autonomy. Methodologically, the study is characterized as a Bibliographic Research, anchored in the assumptions of Gil (2019) and the guidelines of Bogdan and Biklen (2020) to ensure the analytical rigor of the selected sources. The discussion covers the educator's professional identity, the possibilities of universal design and the tensions in professional education integrated into high school. As an analytical closing, it is perceived that the flexibilization of school times and spaces, combined with active listening, enhances the construction of relevant knowledge for practical life. Silva and Farias (2021), Teófilo and Wielewski (2024) and Araújo (2020) provide the theoretical support to understand the complexities inherent in this contemporary educational phenomenon that demands constant revisions in teaching practices.