Meaningful learning: a theory for the classroom and its paradigmatic perspective

Abstract

Currently, in the educational context, the watchword is meaningful learning or learning with meaning. It is unlikely that this goal will be achieved without the understanding of the Theory of Meaningful Learning, which underlies it. From its foundations, guiding documents of Brazilian education, didactic sequences and facilitating methodologies have been created and tested by teachers and educators in the most varied contexts of teaching and learning, which leads us to consider that meaningful learning constitutes a paradigm. This article aims to present the main constructs of the Theory and point out the approximation with the Kuhnian precepts that legitimize it as a paradigm.