Construção coletiva do conhecimento : todos aprendem e todos ensinam

• Ano de defesa: 2007
• Autor(a) principal: Vieira, Maria das Graças
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós Graduação em Educação; UFPB
• Palavras-chave em Português: Conhecimento; Aprendizagem; Ensino; Competências; Knowledge; Learning; Teaching; Competence; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/4608

This project examines a collective construction of knowledge in which everyone learns and everyone teaches. A comparison between two private universities, is established regarding the methodological strategies used concerning the learning how to learn of the student as well as the teacher, taking into account the daily problems faced in a classroom throughout this so-called learning-teaching process, considering the pupils, the professors and the coordinators points of view. Thus, different kinds of researches are considered, such as: qualitative, the study is defined as exploratory and descriptive. The target audience are the graduating students of the following courses: Technology in Software Development and Computer Science, training professors and coordinators. This research is a transversal study, in which the data was collected in December, 2006, as a result of an interview made with 83 respondents (coordinators, professors and students) of the quiz. Another quiz made of two different parts was also used. The first part consisted of personal information, while the second one was more focusing on educational data. In the second part of this quiz we found 10 multiple-choice questions, in which 4 sub-questions were asked, in each sub-question we had 5 alternatives of answers (totally disagree, disagree, neutral, agree and totally agree). These questions allowed me analyze the profile of the professors concerning how they teach and also the students´ profile concerning their participation in the learning process. Through this study it was possible to observe the characteristics of the interactions experienced along the course. We observed that the first university makes use of a modern educational approach, adequate to the actual needs of the world we live in, developing, as a consequence, competence and abilities in the students closely connected to the reality, while in the second university keeps the traditional pedagogical discourse, teacher-centered, motivating students to memorize and having the professor as a mere instrument used to pass information.