This article reports a research project that used meta-analysis as methodology. Six studies from six schools in which the teacher-researchers worked were gathered. The educators reflected on their practices, analyzed their syllabi critically and proposed innovations as they explored alternatives for both content and methodology. The preliminary data gathered suggested that the syllabi failed to contextualize learning and that there were content and conceptual conflicts. The innovations conducted pointed out that there are common factors that may contribute to meaningful learning, such as: systematic group work, efforts to contextualize, negotiation of the curricula, the use of authentic materials and moving from literal to critical reading.