The article aims to explain about different pedagogical practices and how the education of the educator influences the use of these practices impacting on the student’s learning in a non-formal and/or informal context. The problem to be discussed in it is the dissonance between classroom practice and the theories developed around pedagogical didactics. This work was developed through a qualitative research through the analysis of specific bibliography of the area. The careful reading of several scientific papers and the collection of data from them made it possible to have an idea of the dimension of this dissonance resulting from the lack of communication between practice and theory in the day-to-day classroom and to outline possible measures for the reversal of this picture.