O processo de ensino e aprendizagem à luz da Trilogia Analítica: desafios e benefícios

Abstract

Despite important advances in the teaching process over time, we have moved from a repressive teaching-learning system to a permissive one. Obviously, as a reflection of the broader processes of society. In this context, there is a lack of responsibility and awareness on the part of students, teachers, managers, researchers. Thus, the present research has as main objective to inventory ways for the structuring of classes that can break with this structure, based on principles of Analytical Trilogy Science. For this purpose, semi-structured interviews were carried out with “trilogical teachers” to characterize their experiences. The results indicate important examples to be applied in the training of teachers and in classroom practice.