Trabalho em grupo: uma estratégia de aprendizagem no ensino superior

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Casanova, Mousar
Andrade, Maria de Fátima Ramos de
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Ambrogi, Ingrid Hötte
Rosito, Margaréte May Berkenbrock
Educação, Arte e História da Cultura
This study aims to investigate the criteria used by teachers in higher education in work groups. Understanding that the role of teaching is the search and mastery of knowledge and the teacher is the mediator between the student and the knowledge transformation, the research sought to understand how the teacher puts at the disposal of its students means to organize, systematize, enrich and broaden learning experiences, focusing on work groups as a learning strategy. The research was carried out with university professors who work in the course of Licenciatura in Pedagogy of a private college in the city of São Paulo in one of its units located in the East Zone. The qualitative research was structured in four stages: bibliographical study, field research with the application of questionnaires and interviews with higher education professors, data and information processing, and the final considerations were based on the theoretical basis. The research allowed identifying who are the professors - profile, academic background, teaching time - if they make use of the group work and how they use this methodology as a learning strategy. The research results confirmed the hypothesis that work groups may offer a concrete opportunity to build knowledge in a cooperative way and with potential for the student to relate in a variety of ways to knowledge, but to meet the proposed learning objectives, the student necessarily needs active participation and willingness to cooperate, and the teacher must systematically follow-up the groups.
trabalho em grupo , ensino superior , metodologia ativa , sociointeracionismo , cooperação
Assuntos Scopus
CASANOVA, Mousar. Trabalho em grupo: uma estratégia de aprendizagem no ensino superior. 2019. 199 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.