The Urgency of Educational Philosophy in Designing Meaningful Learning in Primary Schools

TEACHING PHILOSOPHY IN HIGH SCHOOL: CHALLENGES IN TEACHING AND PERSPECTIVES FOR DEVELOPING CRITICAL THINKING

The teaching of philosophy in high school is a field of curricular, pedagogical, and educational debate, marked by differing conceptions of the purpose of philosophy in basic education and by the challenge of integrating philosophical knowledge, students’ experiences, and the development of critical thinking. This article aims to analyze the main challenges of teaching philosophy in high school and to discuss pedagogical perspectives capable of fostering a philosophical experience oriented toward problematization, critical reflection, conceptual creation, and students’ intellectual autonomy. A bibliographic study is conducted, employing a qualitative approach and a theoretical-reflective character, grounded in studies on the teaching of philosophy and education, with an emphasis on the contributions of Horn, Freire, Deleuze, Guattari, Aspis, Gallo, Cerletti, Kohan, Larrosa, Kastrup, and Tassin. The analysis shows that the challenges of teaching philosophy go beyond the transmission of content and involve the discipline’s historical curricular instability, the need to integrate philosophical knowledge with pedagogical knowledge, the difficulties in connecting philosophical concepts with students’ reality, and the need to move beyond predominantly expository teaching practices. In contrast to this scenario, there are approaches centered on the critical examination of concrete situations, dialogue with the history of philosophy, the experience of philosophizing, and conceptual creation as ways to foster more reflective and meaningful learning. It is concluded that strengthening the teaching of philosophy requires a teaching practice that preserves the conceptual rigor of the philosophical tradition while fostering dialogue, inquiry, intellectual autonomy, and the development of critical thinking, viewing the student as an active participant in the educational process.

Contemporary Perspectives in Teaching and Learning: Pedagogy, Active Learning, and Digital Literacy

Education sciences continue to evolve in response to social, technological, and institutional transformations. Contemporary educational research increasingly focuses on learner-centered methods, psychological support systems, pedagogical innovation, and the development of digital competencies. In this context, studies addressing teaching and learning processes from different perspectives contribute to a broader understanding of modern education. The chapters in this volume examine selected issues in educational sciences and pedagogy. The first chapter discusses psychopedagogy in dual career contexts within Brazilian higher education, highlighting the importance of academic and psychological support for students who balance educational and professional or athletic responsibilities. The second chapter focuses on activity-based teaching methods in basic science and technology, emphasizing concepts and principles that support active participation and meaningful learning. The third chapter explores digital literacy as a core pedagogical competency in post-pandemic education, drawing attention to the growing role of digital skills in contemporary teaching practices. By bringing together these studies, this volume reflects the interdisciplinary and dynamic nature of educational research. The chapters demonstrate how psychopedagogical support, active learning strategies, and digital literacy can contribute to more inclusive, effective, and adaptive educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in education sciences, pedagogy, teaching methods, digital literacy, and higher education studies. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.

Integrated curriculum as the content of educational work in the younger grades of primary schools

The integrated curriculum represents a modern approach in the lower grades of elementary school that overcomes traditional disciplinary fragmentation and promotes the holistic development of students of younger school age. The paper analyzes the theoretical foundations, structure and implementation of the integrated curriculum, with a focus on thematic, problematic and project models of integration. The key values of the approach are emphasized - development of personal and social identity, creativity, responsibility, cooperation, autonomy and experiential learning based on constructivist principles and Kolb’s experiential learning cycle. The importance of interdisciplinary planning, connecting areas, thematic organization of content, project-oriented activities and the role of the teacher as a facilitator is particularly emphasized. The paper considers the dynamism of planning (from learning outcomes to evaluation), indicators of success and effects on students’ motivation, critical thinking and social competence. At the same time, limitations and challenges are pointed out: rigid schedule, priority of traditional subjects, lack of resources, insufficient preparation of teachers, institutional resistance and inequalities in implementation. In conclusion, the integrated curriculum shows a significant potential for improving the quality of education in lower grades, but its effective implementation requires systemic support, continuous professional development of teachers, flexible policies and cooperation with the family and community, thus responding to the requirements of the modern European and national educational context.

The impact of the teacher in the development of modern differentiated instruction

The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences

THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A SYSTEMATIC LITERATURE REVIEW

ABSTRACT: Given the relevance of the practicum as a place for professional learning in teacher education, this article aims to identify how experiential learning during the practicum has been approached by specialized studies. For this purpose, a “systematic review of literature” of writings produced in education between 2000 and 2021 was conducted (n = 58). Three thematic categories of experiential learning emerged from a qualitative meta-analysis: frameworks of experiential learning, foundations and organizers of experiential learning, and emerging knowledge of experiential learning. These elements allow a global understanding of the role and limits of experiential learning, but also of the foundations, organizers, and educational arrangements that promote it and, finally, of the knowledge that emanates from the processes as a whole. The paper concludes by identifying possible challenges to enhance experiential learning, highlighting the importance of reflecting on the experience, and thus contributing to teacher training.

Attadib: Journal of Elementary Education