EDUCAÇÃO NA CONTEMPORANEIDADE: REFLEXÕES SOBRE EXPERIÊNCIA, PROTAGONISMO E PRÁTICAS PEDAGÓGICAS

Abstract

This study develops reflections on education and its relevance to human development, emphasizing experience as a structuring axis of learning and the interaction of the individual with oneself, with others, and with society. Throughout the article, traditional and progressive educational models are critically discussed, highlighting the need to revise these paradigms in light of contemporary transformations and the challenges imposed by digital culture. Based on the contributions of Dewey (1976), Vygotsky (2007), Libâneo (2002), and Freire (1975; 1987; 1996), the study underscores the importance of teacher mediation, dialogue, cultural contextualization, and the active participation of students in the construction of knowledge. It argues that dynamic, intentional, and socially grounded pedagogical practices foster the integral development of learners, promoting autonomy, critical thinking, and social awareness. Thus, the study seeks to present methodological pathways capable of articulating experience, interaction, and student agency, aiming for meaningful education aligned with the demands and complexities of contemporary society.