POSTCONSTRUCTIVISM AND GEEMPA METHODOLOGY: INNOVATIONS IN EDUCATIONAL PRAXIS FOR THE 21ST CENTURY

Abstract

This essay seeks to explore the field of postconstructivist theory and the GEEMPA methodology (Study Group on Education, Research Methodology and Action), a method originally developed in Brazil, in the contemporary educational context. Post-constructivism is a theory that emerges after constructivism, to give life to instances of learning that were not contemplated in it, thus offering a theoretical framework that questions absolute truths and manages to promote a more dynamic and pluralistic sense of education in the educational process. For its part, the GEEMPA methodology, created with the purpose of improving the teaching of reading and writing, allows the innovation of educational practices, clearly reflecting the principles of postconstructivism, where learning occurs in a full interaction that involves not only the three poles: the learner, reality and others, but also the figure of the “Other,” a concept that arises from the internalization of others, aspects that allow us to sustain and argue that the integration of this methodology in educational praxis offers effective responses to the challenges of the 21st century, also promoting, a more inclusive learning, fostering otherness and organizing provocations so that students are able to generate their own hypotheses in the learning process. The essay provides insight into both the theoretical foundations and practical applications of the GEEMPA methodology, to innovate the daily educational practice and allow for a true education where “all students can learn”.