ABSTRACT: This essay examines the evolution of pedagogical and assessment practices in Brazilian basic education, grounded in the National Common Curricular Base (BNCC), the Brazilian National Education Guidelines and Framework Law (LDB), and contributions from classical authors and pedagogical approaches in the current educational context, as well as andragogy. Recognizing that traditional classroom layouts and assessment models no longer fully address present educational demands, the study discusses flexible learning environments, process-oriented assessment, and student-centered approaches as pathways for pedagogical updating. The analysis draws on bibliographic review, legal frameworks, and documented experiences (e.g.; public education systems), highlighting benefits such as increased student engagement, meaningful learning, and competency development. The reflections proposed do not aim to establish prescriptive rules, but rather to offer a theoretical and practical framework to enrich pedagogical dynamics in both public and private schools.
Authors: BRANDÃO, Iraê César
DOI: 10.29327/7764933
Publish Year: 2026
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