The active methodologies and the approximations between teaching and learning in university pedagogical practice
DOI:
https://doi.org/10.35699/2237-5864.2017.2342Keywords:
Active methodologies, University teaching, TeachingAbstract
In the context of the development of university pedagogical practice, one of the concerns of teachers refers to the methodological referral of teaching and learning processes. This paper proposes to discuss the possibilities and limits of pedagogical practice when guided by the perspective of the transmission of knowledge, through lectures, as opposed to teaching proposals through active methodologies. The methodology adopted for the development of the present study is bibliographical, based on the reading and analysis of works related to the proposed theme. In the search for support in the researches of Nóvoa and Amante (2015), Mainardes (2008), Heacox (2006), Pozo (2002) and Roldão (2007) among others, the text problematizes the didactic dimension of university teaching in order to re-significate and approach teaching to learning. The study developed also showed some possibilities of methodological referral in the university classroom, in planned didactic situations in which the students’ active perspective on their learning is privileged.
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