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The giant strides that characterise today's societies are accompanied by a somewhat diffuse and misguided invitation, especially when it comes to moving from conceptualisation to practice. The pedagogical directions of the new generations require a methodological rethinking as far as their educational training is concerned, presenting a proposal to the teaching environment, so that not only are the teaching-learning processes based on the indivisible interrelation of the training agents, counting first the family and then the academy, but also inciting the didactic renewal of the various disciplines that come to enrich the curriculum of the educational institutions.