Emerging learning environment: Escola da Ponte

Abstract

This article aims to question the pedagogical modes of action within the contexts, from a perspective of rupture with the institutionalized model of teaching-learning. It is important to take a close look at critical constructivism, exposing its relationship with emerging learning environments and with pedagogical innovation. We proceed to the presentation of the learning environment present at Escola da Ponte, looking at it as an emergent learning environment in the light of critical constructivism. We conclude that the Fazer a Ponte project is a new pedagogy, which presents itself as disruptive in relation to traditional practices associated with the factory school model, which fosters the development of student skills, namely the capacity for reflection and evaluation, critical thinking and problem solving.