Saying One Thing, Doing Another: A Constructivism vs. Instructivism Dilemma

I recently had an eye-opening conversation with an educational colleague in Brazil that left me reflecting deeply on our teaching practices. During our discussion, he shared an interesting yet concerning reality about Brazilian schools.

According to him, Brazilian schools are supposed to be practicing constructivism—an educational philosophy that emphasizes student-centered learning, hands-on activities, and collaborative problem-solving. The goal is for students to construct their own understanding through experiences, rather than passively receiving information from teachers.

But here’s the catch: despite what’s being promoted, many schools are still operating under a more traditional, instructivist model. Instead of engaging students in active learning, teachers end up delivering content in a lecture-based format, focusing heavily on rote memorization and following structured lesson plans to the letter. This got me thinking—why do so many schools claim they’re using constructivist methods but actually practice instructivism in reality?

I’ve seen similar scenarios play out in my own experiences. Schools and districts often promote buzzwords like “student-centered” and “inquiry-based learning,” but when you step into classrooms, the reality doesn’t always match the rhetoric. I couldn’t help but ask my colleague, “Why do you think this is happening?”

His answer was complex yet insightful. He explained that many factors come into play, including teacher training, cultural expectations, and the comfort of sticking to what’s familiar. Teachers may lack the training and support needed to implement constructivist strategies effectively, leading them to revert to the more structured, traditional instructivist methods they’re accustomed to. Additionally, educational systems may push for high-stakes testing and performance metrics that inadvertently encourage an instructivist approach.

This conversation made me question our own educational practices. How often do we, as educators and leaders, promote certain teaching strategies but end up doing something entirely different? Is it due to habit, external pressures, or simply a disconnect between theory and practice?

If we truly believe in constructivism and its benefits, we need to support our teachers with the training and resources necessary to implement it effectively. Otherwise, we risk creating an environment where we say one thing and do another.

So, I leave you with this question: Are we really practicing what we preach when it comes to our teaching philosophies, or are we just following a script that’s more comfortable and familiar? 

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