Parâmetros conceituais à estratégia pedagógica no contexto de metodologia ativa
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2022
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Resumo
In the contemporary context, one can notice the intentionality of educational actions
that aim to implement innovative and diversified methods, based on various pedagogical strategies.
However, the conceptual parameters that can support such pedagogical strategies are sometimes
not yet clear or established to the educational actors. This article aims to present conceptual
parameters that can subsidize diverse pedagogical strategies in the context of active methodology.
In order to respond to this scenario, the methodological approach used was documentary and
bibliographic research, for the survey, data collection and data analysis in a qualitative way. As a
result of the research we identified six conceptual parameters: The active learning of the students;
The perspective of pedagogical innovation for teaching, using or not digital technologies; The
appropriation of the information takes place in an attractive way; The mediating position of the
teacher facing the teaching; The interaction between the students and the teacher; and, the critical
reflection of reality. We conclude that these conceptual parameters can be used subsidiarily to the
construction and development of pedagogical strategies in the context of active methodology,
considering that this is a necessity arising from the present day, which stimulates innovative and
diversified methods to the educational action.
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Metodologia ativa, Estratégia pedagógica, Lúdico, Active methodology, Pedagogical strategy, Playful
Citação
SOBRINHO JUNIOR, João Ferreira; MORAES, Cristina de Cássia Pereira. Parâmetros conceituais à estratégia pedagógica no contexto de metodologia ativa. Cadernos Cajuína, Teresina, v. 7, n. 1, p. 1-22, 2022. DOI: 10.52641/cadcaj.v7i1.565. Disponível em: https://cadernoscajuina.pro.br/revistas/index.php/cadcajuina/article/view/565. Acesso em: 23 jul. 2024.