Este estudo objetiva refletir sobre a teoria pedagógica idealizada por Dewey e seus desdobramentos e implicações no pensamento educacional moderno. Por meio da pesquisa bibliográfica de algumas de suas obras realizou-se uma análise dos conceitos de educação, democracia e experiência, estruturantes de sua teoria pedagógica. Para Dewey, era pela reflexão contÃnua da construção e reconstrução da experiência social que o indivÃduo podia modificar a sua própria vida, por isso o perturbava o rompimento que ocorria no ato educativo entre reflexão e ação. Dessa forma, cabia à escola dirimir as barreiras sociais ao equalizar as diferenças e potencializar as experiências das crianças, tornando-se, portanto, um espaço democrático por excelência. Nessa perspectiva, a análise da teoria deweyana permite compreender que o seu pensamento renovador hoje é tão vivo quanto esteve presente nas escolas do seu tempo, evidentemente nas discussões educacionais que se fundamentaram em princÃpios que chegaram ao Brasil por volta do inÃcio do século XX e que se apoiaram em um ensino conectado à vida.
The study aims to reflect on the pedagogical theory idealized by Dewey and its developments and implications in modern educational thought. By means of bibliographic research of some of his works held-if an analysis of the concepts of education, democracy and experience, structuring his pedagogical theory. For Dewey, it just was through the reflection of the continuous construction and reconstruction of social experience that a person could change his own life. That is why it bothered him the disruption that occurred in the educational act between reflection and action. Thus, it was up to the school to minimize the social barriers in order to equalize the differences and enhance children's experiences, becoming a democratic space par excellence. From this perspective, the analysis of Deweyan theory allows us to understand that his renovator thought is today as alive as it was present in the schools of his time, evidently in educational discussionswhich were based on principles that came to Brazil around the beginning of the twentieth century and supported on teaching education connected to life.
