Abstract

BORDIGNON, Lorita Helena Campanholo  and  TREVISOL, Maria Teresa Ceron. Teaching, learning, pedagogical practices and educational innovations: weaking dialogues. Educ. Puc. [online]. 2022, vol.27, e225389. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v27e2022a5389.

This text aims to resume reflections related to the epistemological, theoretical and pedagogical assumptions in the teaching and learning process in contexts that seek to build innovative educational perspectives in the face of so many challenges that are presented to education. With a reflective bibliographic nature, it addresses aspects of teaching, learning, pedagogical practices and aspects related to educational innovation. The studies and analysis carried out showed that teaching and learning are processes developed throughout life, supported by epistemological and pedagogical assumptions. It is necessary to seek to overcome some directive/traditional gaps that are still present in pedagogical practices. We know that this movement to change the educational paradigm envisaged by pedagogical innovation is not peaceful and linear. It is marked by tensions, advances, setbacks and challenges, like remote teaching in the context of the pandemic. It was noted that the effectiveness of a paradigm shift is not only due to the imposition of laws or official documents; it requires, rather, protagonism, participation, autonomy and cooperation of teachers, as it is a process under construction, a path that is made by walking.

Keywords : Learning; Teaching; Educational innovation; Pedagogical practices.

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