My friends first of all I would like to thank everyone who has been accessing my blog. These are themes that need reflection in any culture and at any level of education. I would like to have feedback on your readings and suggestions. In this sense, I would be very grateful if everyone who reads these blog posts made a comment showing also how this happens in your culture, in your country. I would be very grateful to everyone if I could exchange ideas on these and other topics with different countries and cultures.

Active methodologies and new trends: theoretical concepts of learning and teaching practices José Ribamar Tôrres Rodrigues PhD in Education from USP Master in Education from PUC / SP Internship in Teacher Training in the IUFM of DOUAI / France Stage for Teacher training in Cuba Former member of the State Board of Education / PI Coordinator of the State Education Forum Member of Appraisers Bank MEC / INEP e-mail: jrib.torres@gmail.com Tel. 55+86+99415 9958 Abstract Most publications focus on active methodologies in learning procedures such as: inverted classroom, gamification, project learning (PBL), case study, among others. However, it is necessary to understand these procedures as historical, social, didactic-pedagogical fields and their relations, different times and different scientific currents, trying to explain and signify, in each historical moment, conceptions of man and society and of human, social formation , cultural, resulting from this a conception of teaching and learning and learning to learn. Resumè La plupart des publications se concentrent sur des méthodologies actives dans les procédures d'apprentissage telles que: classe inversée, gamification, apprentissage par projet (PBL), étude de cas, entre autres. Cependant, il est nécessaire de comprendre ces procédures comme des champs historiques, sociaux, didactiques-pédagogiques et leurs relations, des époques différentes et des courants scientifiques différents, en essayant d'expliquer et de signifier, à chaque moment historique, les conceptions de l'homme et de la société et de l'homme, du social. formation, culturelle, qui en résulte une conception de l'enseignement et de l'apprentissage et apprendre à apprendre. Resumen La mayoría de las publicaciones se enfocan en metodologías activas en procedimientos de aprendizaje como: aula invertida, gamificación, aprendizaje por proyectos (PBL), estudio de caso, entre otros. Sin embargo, es necesario entender estos procedimientos como campos históricos, sociales, didáctico-pedagógicos y sus relaciones, diferentes épocas y diferentes corrientes científicas, tratando de explicar y significar, en cada momento histórico, las concepciones del hombre y la sociedad y de los seres humanos, sociales. formación, cultural, resulta de ello una concepción de enseñar y aprender y aprender a aprender. Sommario La maggior parte delle pubblicazioni si concentra su metodologie attive nelle procedure di apprendimento come: classe invertita, gamification, apprendimento del progetto (PBL), case study, tra gli altri. Tuttavia, è necessario intendere queste procedure come campi storici, sociali, didattico-pedagogici e le loro relazioni, tempi diversi e correnti scientifiche diverse, cercando di spiegare e significare, in ogni momento storico, concezioni dell'uomo e della società e delle concezioni umane, sociali formazione, culturale, da cui deriva una concezione dell'insegnamento e dell'apprendimento e dell'imparare ad apprendere. Zusammenfassung Die meisten Veröffentlichungen konzentrieren sich auf aktive Methoden in Lernverfahren wie: umgekehrtes Klassenzimmer, Gamification, Projektlernen (PBL), Fallstudie usw. Es ist jedoch notwendig, diese Verfahren als historische, soziale, didaktisch-pädagogische Felder und ihre Beziehungen, unterschiedliche Zeiten und unterschiedliche wissenschaftliche Strömungen zu verstehen und zu versuchen, in jedem historischen Moment Vorstellungen von Mensch und Gesellschaft sowie von Mensch und Gesellschaft zu erklären und zu bezeichnen Bildung, kulturell, daraus resultierend eine Konzeption des Lehrens und Lernens und des Lernens zu lernen. РЕЗЮМЕ В большинстве публикаций основное внимание уделяется активным методикам в процедурах обучения, таким как инвертированный класс, геймификация, проектное обучение (PBL), тематическое исследование и другие. Однако необходимо понимать эти процедуры как исторические, социальные, дидактически-педагогические области и их взаимосвязи, в разные времена и разные научные направления, пытаясь объяснить и обозначить в каждый исторический момент концепции человека и общества, а также человеческого, социального формирование, культурное, возникшее в результате концепции преподавания, обучения и обучения, чтобы учиться. REZYUME V bol'shinstve publikatsiy osnovnoye vnimaniye udelyayetsya aktivnym metodikam v protsedurakh obucheniya, takim kak invertirovannyy klass, geymifikatsiya, proyektnoye obucheniye (PBL), tematicheskoye issledovaniye i drugiye. Odnako neobkhodimo ponimat' eti protsedury kak istoricheskiye, sotsial'nyye, didakticheski-pedagogicheskiye oblasti i ikh vzaimosvyazi, v raznyye vremena i raznyye nauchnyye napravleniya, pytayas' ob"yasnit' i oboznachit' v kazhdyy istoricheskiy moment kontseptsii cheloveka i obshchestva, a takzhe chelovecheskogo, sotsial'nogo formirovaniye, kul'turnoye, vozniksheye v rezul'tate kontseptsii prepodavaniya, obucheniya i obucheniya, chtoby uchit'sya. The objective is to raise a broader critical discussion about active methodologies in relation to the teaching and learning process and to introduce analyzes that go beyond the approaches commonly conceived, in general, in academic circles and go beyond the proposal of inverted classroom, whose term is considered inadequate and the procedures for its application, having as the axis of the teaching and learning process, the construction of pedagogical relationships that will determine what the author of this article calls interaction structures and structures of representation, indexed to teaching practice and to the repertoire of new pedagogical knowledge. The vast majority of methodological approaches are the result of a cycle of practices, inserted in a cultural context of the period. These approaches are coined with many nicknames according to the cultural characteristics (theoretical, historical and methodological) of each period. Despite so many names that serve as marketing for professionals, companies and educational institutions, active methodologies are based on a series of theoretical-practical approaches. However, in principle, all the so-called active approaches defend the principle of studentcentered learning as the protagonist of the process, with the teacher being only the guideline, the source of guidance. But, in my view, the teacher is also a learner in whose learning process he establishes fields of interaction and construction of representations, where each one puts their ideas, exchanges opinions, systematizes based on a scientific framework, legitimizes their collectively discussed arguments , build and systematize new knowledge to provoke new questions. Some conceptions of the time, among others the movement of the Escola Nova, in antiquity, the ideas of Plato and Socrates, in more recent periods PAULO FREIRE (1982), CÉLESTIN FREINET (1975), ANÍSIO TEIXEIRA (1969), PIAGET (1975), VYGOTSY (1960), BRUNER AND AUSUBEL (1968). MIKHAIL BAKHTIN (1986), EDGAR MORIN (1980), GASTON BACHELARD (2007), MAURICE TARDIF (1991) and many others who share the theory that learning results from a process of individual and social construction of reflection. and socio-historical action that legitimizes it and gives it meaning. Paulo Freire's “method” is not only intended to make learning faster and more accessible, but intends to enable the student to "read the world" as he says. Note that the term “method” is in quotes. Paulo /Freire himself, during his classes at PUC in São Paulo, said of his dissatisfaction with calling his philosophy of learning and life method. This position of his called attention to the fact that his approach to the construction of knowledge and critical awareness did not refer to the conception of method commonly accepted and adopted when conceiving method as a mechanical and decontextualized pattern. His dialectical philosophy of knowledge construction is based on the dialogue between teacher, student and sociocultural context, seeking to transform the student into an active learner. Thus, he criticized the teaching methods in which the teacher was seen as the holder of all knowledge and the student only a “depositary” of content, which he called “banking education”. Paulo Freire expresses that the school must be a place of work, teaching, learning. A place where coexistence allows one to be continuously surpassing oneself, because the school is the privileged space to think. Paulo Freire criticized the idea that teaching is transmitting knowledge because for him the teacher's mission was to enable the creation or production of knowledge. It is possible that Freire, when thinking about the idea of “reading the world”, before “reading the word” wanted to express the importance of the historical-social context in the formation of consciousness, but also to emphasize as fundamental for the evolution of this consciousness the standard linguistic code as a basis not only for overcoming common sense, but essentially as a tool to guarantee space in the social struggle, constituting a dialectical movement of READING THE WORLDREADING THE WORD-READING THE WORLD (Paulo Freire) in a constant process of resignification of representations in constant evolution. In this sense, although he turned to the understanding between social relations and language, Mikhail Bakhtin, considered the “philosopher of interaction”, always engenders the communication between an “I” and “another”, and the statements are the link of this interaction. The utterance is the representation of a given reality, which at the same time portrays reality in it, therefore, re-signifies it. By way of illustration and deepening and broadening the dynamics of the reading process, it is worth reflecting on the socio-ideological structure of the enunciation proposed by Bakhtin. The following chart was created by me based on this author. It does not refer to reading itself, but to the process of verbal interaction and language meaning, which is strongly related to reading not only words but also the world. Several school concepts and activities devised by the French pedagogue Célestin Freinet (1896-1966) have become so practiced and repeated as innovations even though most users of these procedures have never read or known their creator, such as: walking lessons (or studies of field), the pedagogical corners and the exchange of correspondence between schools. The most recent trend such as constructivism, which has as one of the representatives in Brazil, Anísio Teixeira defends a constructivist approach focused on the construction of knowledge and that, for this to happen, education must create methods that encourage this construction, that is, teach " learn to learn". Constructivism proposes that students actively participate in their own learning, through experimentation, group research, encouragement of doubt and the development of reasoning, among other procedures. It is possible to state that for some theorists such as PIAGET, VYGOTSY(2001), BRUNER AND AUSUBEL (1968) constructivism is a theory that seeks to describe the different stages that individuals go through in the process of acquiring knowledge, of how to develops human intelligence and how the individual becomes autonomous. The theorists of this approach seek to explain human behavior from a perspective in which subject and object interact in a process that results in the construction and reconstruction of cognitive structures. Edgar Morin's (1980) thought about knowledge has had an influence on the most diverse fields of knowledge. Essentially, Morin's theory is based on what he considers the three pillars of modern science: order, separability, and inductive and deductive logic. In this sense, it proposes three levels of the process of construction and understanding of knowledge: technical rationality, hermeneutic rationality and emancipatory rationality. Thus, the learning process involves the issue of values and critical awareness for the exercise of citizenship. Such principles are an essential part of the teaching and learning process of learning to learn The issue of knowledge production implies testing and error processes that are essential in the result and legitimacy of the knowledge produced. In this sense, the theory of GASTON BACHELARD (2007) contributes to the approach of the positive function of error, which we call, in this article, the pedagogy of error, since error represents one of the necessary axes for the construction of scientific knowledge. BACHELARD has in error not only the negative factor, but as a need to produce knowledge, since although knowledge is produced in a reality, it cannot be seen as a single meaning or as the only legitimate one and the more complex the error of the subject, the richer his experience and the possibility of overcoming his intuitions or alternative conceptions for a scientific knowledge. The inverted classroom should not constitute a frantic search for a standard methodology that can respond to all the needs of the knowledge construction process, as observed here and there, of only reversing the direction of the learning process. In this sense, a large part of the scientific productions on the subject still do not indicate a trend that answers all the questions of the various processes that are being carried out at all levels of education in Brazil and in the world. They just “picked the eggshell” but when they see the outside world in a complex of amalgamation of doubts and truths, they are stunned to know the best direction to take. This entails a range of conceptions and practices in which they are made up of old pedagogical didactic procedures that come to be seen as innovation and as modern within a positivist, directive and vertical structure. Hence another big question: How to consolidate an innovative process within old structures of teaching organization, institutional management, a culture limited by old concepts that claim to generate innovations? What is proposed as important for the discussion of this article is a process of knowledge construction that simultaneously combines reality, different experiences of the subjects involved, experimentation and reasoning whose temporary results produce new questions arising from the relations of production in a network. Thus, the process of aspects of active methodologies as a source of knowledge and knowledge construction are not yet clear, such as meeting individual and collective needs in the process of learning to learn. The ideas of pedagogy, andragogy and eutagogy coexist in the same fields. Different experiments are shown, even on the basis of insights, that the structure of execution ranges from the change in the arrangement of desks, which only represents the old conception of the classroom as a single space of knowledge and the teacher as the only mediator of learning with a strong trace of approaches that are characterized as an eclectic process as if this legitimized innovations. Another old procedure with a layer of innovation is sending material to students where the teacher follows a menu without knowing the skills and competences and the profile of the professional future that is provided for in the IES notary proposal. Without this, goals to be achieved and responses to professional training that the world of work requires in the context of constant changes are not defined, but it is necessary to know if this material meets their individual and collective needs as a training process. A course plan decided by the school project or PDI (Institutional Development Plan) which is the Institutional Project of higher education schools. The HEI, the school and the teacher can choose what the students should learn, but the HEI, the school and the teacher do not pay attention to what the student can say what they need to learn and so neither the teacher decides nor the student participates. of choices that contemplate their individual interests and the process remains traditional, halffunctionalist and half-positivist, leading the student to repeat readymade recipes to give ready-made answers. The teacher remains the central figure to think and choose and the student the central figure to execute what he received, and in this there is no construction of knowledge. Jobs, tasks and more tasks that take up knowledge building time as repetition time, just to accomplish the task and earn a grade. For Plato, one of the paideia processes would be the dialectic. Dialectics, in this sense, would comprise a complex process to arrive at knowledge of the truth, as it would present the possible contradictions in relation to the truth and would show the way to arrive at true knowledge. It means that Plato intends to make good use of imitation and not completely despise it. Thus, as in dialogue there are several discourses, language is the object of different valuations and can be taken as being what it is not and as being worth more than it is worth. The Socratic method, on the other hand, is characterized by seeking to move away from doxa (opinion) and reach episteme (knowledge). For Socrates, it is only after false aspects are removed that truth can emerge. Thus, his method of investigation is composed of two moments: irony and maieutics. Socratic maieutics consists of a dialectical game of questions and answers followed by other questions arising from the previous questions. Maieutics consisted of a practice through questions about a certain subject, the interlocutor is led to discover the truth about something. Dialectics, a model of thought within which Socrates built his own conception, the maieutics, is one in which thesis and antithesis are placed one against the other and, through synthesis, something unprecedented is discovered, the Socratic irony was , first of all, the method of asking about a thing under discussion, of delimiting a concept and, contradicting it, refuting it. This practice was what became known as maieutics, which means the art of giving birth. Dialectics consisted in seeking the truth through dialogue, including the processes of irony and maieutics. therefore, maieutics is like a process to achieve dialectics. Our Carousel Model Learning proposal is one where the teacher, the student, the knowledge and the cultural context alternate at the same time in the mediation of learning, overcoming this line of horizontality where each one has its own moment, compartmentalizing into construction stages of knowledge. The carousel learning proposal, on the other hand, emphasizes a multidirectional line, networked and concomitant, articulating all stages in a whole of understanding, analysis and synthesis that become a new understanding and where these actors simultaneously play the role of mediator- mediated, coming together in all moments of learning. When the student chooses materials of interest, related to the fields of study that they are working in the classroom, but that allow the expansion of these fields of study, the teacher is within a reverse class proposal where the student challenges the teacher to expand from different interdisciplinary visions and approaching the conception of the totality of understanding that will contextualize and reframe the new collectively produced knowledge, in addition to giving an update character, synchronized with the speed of changes in the cultural context. Different publications treat active methodologies and their variants as being different from the so-called traditional methodology in that it places the student at the center of the learning process rather than the teacher. However, this is a point we disagree with because this only changes the direction of the teaching and learning process, denying the teacher as the center of this process to make the student protagonist. At the bottom of this conception, there is a great fallacy, since the process of teaching and learning involves different actors such as: teacher, knowledge and its instruments, student and socio-cultural context with its institutional, social, geographic or spatial, technological limits of different accesses, needs and interests. Here, I draw a parallel between the process of teaching and learning with the Dependency Theory developed by sociologists Fernando Henrique Cardoso and Chileno Enzo Faletto in the 1960s, who assumed that there is subordination between countries of the capitalist system where countries Dominant countries are called “central economies” and dependent countries, called “peripheral economies. This dependency relationship occurs either because these countries were former colonies of the central (developed) countries or because they had an anachronistic development in relation to the dominant (developed) countries. This context, which explains, to a large extent, the relations of the development process between capitalist countries is analogous to the process of education development in these same countries, including Brazil. Bringing this logic to the school or higher education and to the teaching and learning processes, we will understand not only the didactic-pedagogical conceptions and practices in each moment of the evolution of the world and Brazilian economic system. Thus, the socalled traditional pedagogical conceptions and practices assign different roles to each actor involved in them: The teacher and the student, emphasized in the relationship of learning. In this case, the analogy is that the teacher (protagonist) would be the central source of knowledge and the students, in the position of peripheral, dependent, (passive) knowledge, unable to create their own knowledge based on their cultural interests and needs in a dynamic trajectory of domain perspective and LOCAL-UNIVERSAL-LOCAL understanding as the overcoming of their common sense convictions to scientific convictions. But, as mentioned above, in addition to the teacher and students, there are other actors in this process of teaching and learning, namely: teacher, knowledge and its instruments, student and sociocultural context with its institutional, social, geographic or spatial, technological limits of different levels of access, needs and interests. The so-called traditional pedagogy emphasizes passive learning, banking (Paulo Freire) where the teacher, minister, transmits, deposits the knowledge received from those who make the institutional management (Director, Coordinator, Supervisor) who follow the Pedagogical Project of the school or the Plan of Institutional Development of the IES, (prepared recipes) in other words, a programming as they are made in the machines that have the function of reproducing them. In this sense, the teacher is the holder of knowledge passwords, emphasis on memorization, emphasis on automatic repetition without analysis or questioning, whose results are the construction of unique and permanent answers previously dictated and confirmed by the teacher. The so-called active methodologies, on the other hand, emphasize student participation, in building their own knowledge through analysis and criticism to discover new alternatives for solving the problem. A different truth is not enough, just because that would be on the same level as the previous one with a single and permanent answer, but several truths or alternatives that respond in different situations with the same efficiency as a possible solution. Here, we draw another parallel between the concept of “new knowledge” developed by GRAMISCI (1999), Italian thinker in “Quaderni del Carcere” where he defends the “unitary school” capable of creating a collective conscience” and different methodological possibilities for production of a “movo Knowledge” that in his conception would not be creating something new, but where each one discovers a truth even if this truth is old, but that he discovered in a process of individual and collective construction of interactivity. Thus, if we take such assumptions into classroom practice, at undergraduate and graduate level, we try to present a possible alternative class that develops in different physical, virtual, psychological, technological and cultural spaces different from the individual's life . The intellectual embarrassment of trying to multi-referentialize knowledge, times and spaces that are not only historical-scientific, but ethical-evaluative and of experience. As HENRI LEFEBVRE says. (1961) Critique de la Vie Quotidienne, that there are social time and social times distinct from biological, psychological, physical times and a social space different from geometric, physical and biological space and everyday space, constituting four dimensions distinct from those defined by mathematicians and physical: actual, predicted, uncertain and unpredictable time or, as Machado de Assis says in Posthumous Memoirs of Brás Cubas, ideas hang on the trapeze of our brain and start to flail, perne and contemplate or to reflect on them we are challenged, suddenly, as if they were telling us: decipher me or I owe you. Faced with this duel, some fight, negotiate and advance; others accept, accommodate and are devoured by them, socially, intellectually and psychologically. The theoretical category of Daily Life In AGNES HELLER (1987) is fundamental to understand the teaching practices in the classroom or in the teaching and learning process. Daily life has spontaneity as its main characteristic, although “not all daily activity is spontaneous” (Heller, 1987, p.300). This means that he is not at all unpredictable. In their relationships, although the subjects start from certain rules and social and institutional positions, of time and space, previously determined, they are opposed to them through knowledge, skills and values, inserted in their representations to build new relationships that will to meet personal, institutional and social expectations that, before being unpredictable, are contradictory, but as a defense mechanism they only reveal the results that ensure the collective functioning that legitimizes them as a group and as an institution. According to Heller, everyday life is an inherent part of the existence of each and every individual. in this sphere of the social being, the individual appropriates the language, objects and cultural instruments, as well as the uses and customs of his society. For different situations (face-to-face or virtual) a class is proposed based on a challenge activity where the objective is to establish a kind of diagnosis of the student's level of perception and prior knowledge, not only about the contents of the class, but how they relate and articulate the general knowledge of their academic trajectory while overcoming common sense to a scientifically systematized knowledge. Thus, instead of the teacher presenting a plan already predetermined by curricular impositions, institutional limits and school control interests, just like a production line. (see the 1936 film Modern Times by Charles Chaplin and Paulette Goddard) where an analogy can be made with the production of knowledge at school. I propose one more possible alternative of an active class, without the pretension of framing standard models, on the contrary, of a multiform and autonomous model for different interests and needs. The teacher proposes a challenge, a problem, a question, a context, a situation. In this class, we send or distribute a blank sheet of paper as the initial question so that students, faced with nothing, can build their analysis. Ex: Read the text sent or distributed and comment on what you read in it (or text, or video or other material). In addition to the material proposed by the teacher, the student is asked a few days of the day of the class to bring material (text, video, figure, clipping or report and others) that express topics of interest and that are related to the topic to be addressed in that classroom. Second challenge: ask students to base their ideas on scientific concepts (legal, historical, anthropological, psychological, sociological, economic, technological, cultural, and others) that give a possible justification from their comments on the first challenge. of the ideas of your comments. Here, learning is done in a network where, from each idea, another language can be introduced to deepen the aspects proposed by the teacher and students, systematized at each step or stage of the activity, this is what we call a reverse class. The ideas represented by neurosciences that encompass psychology, linguistics, philosophy and artificial "intelligence" should be highlighted, in an approach of different approaches and models, originating from two central axes: Behaviorism, which in an attempt to create a scientific psychology, defends instead of the study of the mind, the study of observable and measurable behavior and Genetic Epistemology (Piaget), which combining assumptions from the theories of apriorism and empiricism defends that knowledge is generated through the interaction of the subject with the environment from existing cognitive structures on the subject. In its place, an approach is built that the mind is an informationprocessing apparatus that manipulates symbols and representations through logical-computational rules, capable of proving mathematical theorems, translated into algorithms, and then building programs that simulate laws mental. In this sense, the mind becomes a program (software) and the brain a means (hardware), as a symbolic version of artificial intelligence that is giving way to what are called neural networks that do not separate programs and networked media, they are learning how to recognize problems. The question would be to explain consciousness: how the brain produces the phenomenon and how the individual experiences this sensation of being aware. In contrast to the teacher's proposal, students are previously asked to bring or send to the teacher and the teacher sends to the students, before classes, materials that have reference to the subject's themes and that are of their interests and needs. So the students try to solve the challenge proposed by the teacher and the teacher together with them try to give directions to the thematic challenges brought by the students, what we call mutual learning. The class can be divided into two parts, both with individual, collective and interdisciplinary action of teacher and student with simultaneous alternation of mediation in order to build a systematized synthesis that can be a possible alternative solution to both challenges. Students and teacher discuss, analyze, systematize and produce alternative theoretical-practical syntheses The continuity of this process can take place in other spaces and through other interactive, face-to-face or virtual means such as application spaces and multi-referential deepening, namely: workshop activities, production in groups under different themes and under different perspectives of analysis of different areas of knowledge. It's what we call the EXPANDED CLASSROOM. The same previous process can be carried out through Forum, Chat sessions, creation of a class BLOG to publish the productions of each class or previous productions where everyone will read the text of the colleague and present suggestions for improvement from the formatting, correctness, textual coherence, theoretical-scientific foundation based on their knowledge of their academic trajectory. The trajectory of the class can be expressed in this graphic representation: Question-challenge preparation prior implementation implementation results new issues challenges. The materials to compose the challenge question can be, among others, texts, videos, string literature, interviews, observations, researches, music, arts in general (cinema, painting, dance, sculpture, architecture, crafts), Research data and others. The evaluation alternative will be self-assessment based on answers in sheets with indicators where students will reflect on what position they are and on what alternatives they propose to overcome and advance from the current stage of learning and based on this reflection they give themselves a grade to comply with the legal and bureaucratic requirements of academic control. Question-challenge preparation prior implementation implementation results new issues challenges. The materials to compose the challenge question can be, among others, texts, videos, string literature, interviews, observations, researches, music, arts in general (cinema, painting, dance, sculpture, architecture, crafts), Research data and others. The evaluation alternative will be self-assessment based on answers in sheets with indicators where students will reflect on what position they are and on what alternatives they propose to overcome and advance from the current stage of learning and based on this reflection they give themselves a grade to comply with the legal and bureaucratic requirements of academic control. It is not enough to simply reverse the learning process. This is just a change of direction only with traditional and positivist, functionalist, bureaucratic characteristics of a traditional class, dressed up as an active class when it is just an activist. It is necessary to understand the dialectics of the process of learning to learn. In the book School and Democracy: beyond the curvature of the rod” DEMERVAL SAVIANI (1983) imposes a reflection on theses that function as antitheses by reference to the dominant ideas in educational circles. It is this sense of frontal negation of current theses that is metaphorically translated into the expression "theory of the curvature of the rod". In fact, just as to straighten a stick that is crooked it is not enough to place it in the correct position, it is necessary to bend it on the opposite side, so too, in the ideological clash it is not enough to state the concept. correct tion so that deviations are corrected; it is necessary to shake certainties, disallow common sense. And for this, there is nothing better than demonstrating the falsity of what is taken to be obviously true while demonstrating the truth of what is taken to be obviously false. This implies a process of reversing, reversing, extending, applying and reversing (new issues) and new representations. ERVIN GOFFMAN (1956) IN Representations of the self in everyday life argues that social interactions seek to form impressions that are not always real to those with whom we interact. He studies human conduct in organizations where he develops concepts of Dramaturgy (of human conduct) and buropathology (of organizational control). The scientific productions resulting from the teaching and learning process can be systematized and organized into books, LIVES, articles for publication with registered authorship by teachers and students in print or virtual form. Develop theoretical categories of types of permanent knowledge in teaching practice In Maurice Tardif.(1991) The class, in this perspective, must be linked to an interactive digital platform for the face-to-face moments of the EXPANDED CLASSROOM. It is recommended to watch the Minestrel video that talks about learning in its different dimensions in a text by William Shakespeare. Learning to learn is learning to problematize, analyze, deny the initial idea proposed and propose new alternatives to solve the problem and demonstrate application results in different situations. In the modern world, Adam Shaff's principle of universal occupation must be seen, which defends that the knowledge society requires a professional trained on the basis of the principle of “universal occupation”, studying and teaching associated with permanent education. We cannot establish a pedagogical dictatorship of the time, simply because it went viral in teaching practices and in school or university proposals as a panacea for solving the problems of teaching and learning or because it gave a status of actuality and innovation whose Marketing effect favors the concept of competition of educational “market”. The idea of denying previous knowledge is not conceived, but to deconstruct it in the sense that Jacques Derrida, who conceives deconstruction as a moment of overcoming. The idea of deconstruction does not refer to the opposite of construction or in the sense of destruction, but a philosophical response to trends such as Husserl's phenomenology, Saussereano's structuralism and Freud and Lacan's psychoanalysis, in the sense that in deconstructivist reading, the meaning is born from the difference between words in a process of combination, differentiation and extension where the meaning is infinite, that is, it is completed in a continuum of cultural changes. This is to deny the evolution of science. But we only need to understand that that knowledge of a given time was expanded and not totally surpassed, it is still historically present in order to contribute to the understanding of this new knowledge. Not in the perspective of the spiral of Newtonian conception, but in the conception and knowledge in NETWORK, WITH NEW MEANINGS in the historical-cultural context. New knowledge is only built when you discover it yourself, understand and apply it, experience it in different situations where other specific factors of the experienced situation are incorporated that will foster new denials and overcomings for a different synthesis of the knowledge initially applied. One urgent question is: The teacher knows everything that the student must learn, but does he know what he himself needs to learn from the student. (Music by Almir Sartre: playing in front of him. He says: “I only have the certainty that I know very little, or nothing at all”. The boom of active methodologies in teaching comes up against serious issues in the process of teaching and learning, to understand that the current phase, of much of what is discussed, is characterized by experimentalism in different views, in different theoretical conceptions or conflicting theoretical miscellaneous and , also, the frantic search for a standard that can be accepted and universalized in certain spaces, causing few certainties and many doubts. Some ideas disseminated in the field of active methodology practices attribute that the engine of this change came from the pandemic, which is attributed to the high level of common sense prevailing in a Brazilian society of largely illiterate or illiterate part, generating false conceptions, simplistic analyses and non-scientific and one more characteristic of resistance to change more out of the need to respond to an unsustainable situation and less out of science. The pandemic is the whip that serves as a pretext and that is well suited to a society of monarchic and slavocratic cultural traits such as Brazil, where a portion struggles to maintain privileges as a mark of brutal inequality to the detriment of the rights of all The expanded classroom built by the author of this article while still in the doctoral course at USP breaks the pre-determined time and space structure for the teaching and learning process, still confined within the limits of the classroom or within the limits of the school space. The acts of teaching and learning must, exactly, question these times and space and say as RUBEN ALVES (2004) in Conversations for those who like to teach that the teacher must be that little bird that, when finding the frogs that inhabited the bottom of the well, reveals them and awakens them to the possibility of a new world hitherto unknown and to face the risk and threat of orthodoxy against the possibility of heterodoxy. In this sense, it is necessary to take a leap, recalling again Machado de Assis in Posthumous Memoirs of Brás Cubas, chap. XIII when he says: “Let us now unite our feet and take a leap over the school, the boring school where I learned...”. Thus, we venture to say that the higher education teacher's practice constitutes a continuum of networked, articulated indexing, whose meanings are simultaneously indexed and indexed, that is, they do not represent a static corpus of knowledge, but in permanent construction, hence we call this dialectical movement of indexing and in the Indexanteindexado-indexante perspective that constitutes the construction movement of the teaching and learning process that will generate new practices that do not come from the recipes of initial or continued training courses. With reference to the theoretical categories above, the habitus applies to the teaching process with regard to PIERRE BOURDIEU's concept of "structured and structuring structures" in the sense that the domain of teaching skills encompasses HEXIS (Aristotle, posture, gesture ), the EIDOS (logic schemes) and the ETHOS (axiological and practical schemes). To study a set of knowledge, skills and values of the structure of the teacher's pedagogical practice in classroom work, the concept of habitus, (BOURDIEU.) as a general category, seems not to be enough to unravel the "plots" of particular relations of habitus built in the dynamics of interactions and representations of everyday school life, characterized by the personal style that BOURDIEU calls “codified deviation or “structural variant of the habitus” in relation to the style of a time, a class or a social group”. In an attempt to understand these particular habitus of the teacher's pedagogical practice, the notion of pedagogical habitus that emerged from the reflection of Bourdieu's concept of habitus is added here. Thus, the habitus is particular and generic for being in every human activity and in every man, and the pedagogical habitus is also particular and generic for being in every educational activity, especially in teacher education and in the pedagogical activity of each teacher. In this sense, the teacher's pedagogical practices have, at the same time, a particular and generic character because they are structured from habitus appropriated by them in the family, student, professional trajectory, externalized in the classroom, which constitutes a privileged space, where fragments of daily life and official history are woven together to build a particular history. The interactions incorporate meanings generated by the representations, and these, in turn, are re-elaborated by new interactions, creating new meanings, mediated by the discourse of subjects located in a certain social horizon, in this case, the geographic space, the school and the classroom. classroom. Thus, it is not enough to train the teacher as if it would magically act to change or improve their pedagogical practices. It is not enough to train them in new technologies, which in reality, as a rule, is to transfer to the teacher techniques that will transform them not into a producer and builder of knowledge, but into a repeater of models in contrast to the discourse of intellectual autonomy and of creating critical-reflective thinking. Improving the pedagogical practice of higher education teachers requires critical-reflective thinking to deconstruct an anachronistic structured practice in relation to new social and educational requirements in the sense that JACQUES DERRIDA (1960) gives it that deconstructing does not mean ignoring, destroying, but yes, expansion of the phenomenon's viewpoint. In fact, continuing education courses mostly try to replace the knowledge of the teacher's experience, inoculating him with this knowledge imposed without any reflections, alien to his reality and difficult to apply, instead of helping him to articulate and systematize the context of the knowledge construction process of the local-universal-local reality. Thus, the idea that technological resources are summarized in hardwere or softwere, when TECHNOLOGIES refer to instruments and procedures that can be applied in the teaching and learning process, became common sense. Hence, this reflection imposes on us another question: How to build professional and human expertise with the teacher if the structures of planning, management and management of higher education institutions are not changed, increasingly plastered by technical-legal controls, justified by the discourse of quality, summarized and socially legitimated by data statistics? The excerpts below reflect this process of teaching and learning very well: A famous man of science, who had learned everything that the time offered in terms of knowledge, all that remained was to hear the famous lessons of a teacher from a Japanese monastery. Gone is the disciple in search of the master. Knock at the monastery door. The porter welcomes him to whom he explains the reason for his coming: to learn the lessons of wisdom from the master. The doorman announces it. The master, without receiving him, without speaking to him, sends him the first lesson: daily sweeping the monastery garden. The broomstick, the great book of wisdom! The disciple found the lesson strange. He resigned himself, imagining it was the expedient used by the master to distract him from the delay in waiting. But the hours went on for days, weeks, months. The disciple became impatient. He threw away the broom and walked away. The gesture left her hand empty. Empty for anything more important than a broomstick. And in the emptiness of his hand he realized the Master's lesson”. (The Chuang-Tzu Way). Where is the life we have lost in living? Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information? (T.S. Eliot). References ALVES, Rubem.Conversas com quem gosta de ensinar: 7. ed. Campinas: Papirus, 2004. AUSUBEL, D.P. Educational Psychology: A Cognitive View. New York, Holt, Rinehart and Winston, 1968. BACHELARD. Gaston : un regard brésilien, Marly Bulcão, L´Harmattan, França, 2007. BOURDIEU, Pierre. A Economia das trocas lingüísticas. 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