TEACHING AND POSTMODERNITY: A CRITICAL LOOK AT PEDAGOGICAL PRACTICES

Abstract

Changes are unfolding and spreading across the globe, compelling diverse societies and cultures to confront them in their own ways. The human species increasingly faces a multitude of complex problems, and no one remains immune to the impact of these changes. In the educational context, recognizing this reality is essential for developing pedagogical practices that align with postmodern society. Accordingly, this article discusses the contributions of critical reflection on pedagogical practices within the context of postmodern processes. It proceeds from the premise that, in light of new social demands, the process of human development—particularly that fostered within the school environment—takes center stage. This propels schools into a new phase of learning reconfiguration, where they are tasked with cultivating competencies such as communication skills and creativity in students. Furthermore, pedagogical practices play a vital role in student development, given that educational activity today involves significant complexity characterized by diverse social and cultural backgrounds and the democratization of access to information and communication technologies. Breaking away from traditional teaching methods entails understanding knowledge through innovative perspectives—perspectives built by embracing a paradigm shift and acknowledging alternative forms of knowledge production introduced via new pedagogical practices. This research draws upon the work of Kuhn (1990), Fino (2001, 2007, 2011), Moraes (2007), and Carbonell (2002), among others, all of whom reflect on the need to reconfigure pedagogical practices in postmodern society. A bibliographic research approach was adopted, utilizing descriptive methods and a speculative framework. The study aims to foster reflection and, consequently, drive change in the practices adopted in teaching.