BETWEEN LEARNING AND LIVING: EDUCATION AS A TRANSFORMATIVE EXPERIENCE

Abstract

This study aimed to analyze education as a transformative experience, considering school practices that articulated concrete experiences and shifts in understanding. The focus was on the relationship between life experiences and school-based experiences in the formation of critical and engaged individuals, examining pedagogical practices such as teacher education from a reflective perspective, composting integrated into the school environment, and the use of digital games in the learning process. The methodology adopted was bibliographic research, carried out through the selection, reading, and analysis of scientific articles available in open-access databases, based on specific keywords and inclusion criteria related to time frame and thematic relevance. The analyses revealed that pedagogical experiences grounded in everyday life promoted significant changes in conceptions of teaching, stimulated critical reflection, and favored the articulation between scientific knowledge, ethics, and social action. It was concluded that educational practices based on the problematization of reality, by integrating cognitive, ethical, and political dimensions, expanded students' autonomy and strengthened their civic engagement.