Contemporary pedagogical paradigms: differentiated and innovative practices

Abstract

This text aims to offer reflections on the action of paradigms that marked the society and influenced the pedagogical thought, the teaching action and the learning-teaching process. It finds, in the interweaving of contemporary pedagogical paradigms, the possibilities of advancement to a relevant, meaningful teaching practice, with methodologies that favor critical, participatory and emancipatory learning. It uses a qualitative approach, based on an action research, out a reflexive process, based on a  bibliographical review and on individual and group production, identifying and comparing relevant aspects of conservative and innovative conceptions in order to understanding  students, teachers, methodology and evaluation. It will present an action-research with teachers from different areas of formation, a theoretical study, collective debate and written elaborations - individual and collective - of researchers instigated to revisit their practices and build an innovative pedagogical action based on an emerging paradigm or complexity, consonant to the present day.