Pedagogical practices for meaningful learning

possibilities based on multiple intelligences

Abstract

The study aims to present a discussion about pedagogical practices that contribute to meaningful learning. The research methodology is of a qualitative nature, supported by a bibliographic review. The main findings show that meaningful learning occurs when the individual goes through the anchoring process and manages to make sense of the concepts approached through the already existing subsumers. As possibilities, when taking into account the multiple intelligences and the modeling in the pedagogical practice, the student's protagonism can be provided through the teacher's mediation, valuing the individual's experiences. In this context, the school environment acts as a motivator, providing meaningful learning.