Social transformations we are experiencing unquestionably affects formal educational spaces "moving and shaking" them, so the students can find no interest in what they learn and focused on "winning the course" rather than learning. Many teachers experience in their classrooms without achieving their students construct meaningful learning, coupled with the lack of pedagogical training they have, which are creating uncertainty and ignorance, limiting creativity and promoting educational unwittingly a "banking education" and therefore repeat content with little or no reflection and / or practical application that encourages critical thinking. From some theoretical pedagogical contributions, this paper shares some questions and reflection on possible routes for innovation in teaching on some pedagogical approaches and the ability to respond: Which pedagogical approach has prevailed in the lessons I teach? What pedagogical approach should prevail in the lessons I teach? How to discover the pedagogical approach embedded in the professional profile of the curriculum in which I participate?. All this with the aim of providing inputs for reflection on own teaching practice and enrich the theoretical when developing educational innovations in university classrooms criteria.

Higher Education; Teaching innovation; Pedagogy