SCIENCE AND SCHOOL PEDAGOGICAL PRACTICE: THE IMPACT OF MODERN AND CONTEMPORARY PARADIGMS ON TEACHING

Abstract

This article aims to stimulate a dialogue about the impact of the paradigms that underpin modern and contemporary science on school pedagogical practice. A bibliographic research was carried out with reference to dialectics to consider the impermanence and inconclusive movement of social demands. The objective of the study focuses on the comparative analysis of the paradigms of modern and contemporary science and their impacts, albeit provisional, on school pedagogical practice. The accelerated pace of technological advancement in various fields of knowledge, along with access to information and communication, has transformed how people interact, leading to a constant adaptation of institutions. This context brings the benefit of scientific progress, but also raises counterpoints, particularly for school pedagogical practice. Based on a comparative theoretical framework between paradigms, this study reveals the decisive impact these paradigms have on pedagogical practices in the school environment. It concludes that the dialogue between these paradigms can help in understanding the shift in social needs that lead to the development of theories, conceptions, and teaching methods, which situate the origin of patterns that underpin pedagogical practices to be developed in the school environment.