In view of the difficulties surrounding the concepts of post-dramatic theater in the school environment, the emergence of a new educational paradigm is also recognized in theater pedagogy. This work seeks to understand methodological aspects influenced by the relationship between post-dramatic theater teaching and the emergent educational paradigm, reflecting from the post-dramatic conception developed by Lehmann (2007) and the emerging educational paradigm proposed by Moraes (2007). The study uses theoretical revision to define the concepts and establish approximations and their possible reflections in the teaching of post-dramatic theater from an emergent educational perspective.