Guiding paradigm |
- Emancipatory |
- Traditional |
Methodology |
Alternative Methodology of Problem-Cases (AMPC): - Considered the socio-historical knowledge of the students, their local context, without disregarding the global; - The students operationalized the steps; - Emphasis on research and investigation for the solution of problem-cases; - Proposed existential situations in relation to the research content that was resignified by students. |
Recorded expository lectures, tasks, forums, glossaries, and questionnaires: - Content presented through a recorded expository lecture, repetition activities, application and recapitulation of information; - Students were listeners and organizers of the activities; - Emphasis on ready-made models, repetition, and application. |
Course content |
- Determined by the professor in the Teaching Plan; - Stimulated reflective analysis by proposing the conceptual construction and re-signification of information, data, arguments and ideas through the construction of text, conceptual map and glossary; - Stimulated and valued curiosity, problematization, questioning, doubt and uncertainty through the resolution of problem-cases in teams; - Doubt and error were integral parts of the learning process and boosted thinking; - Interdisciplinarity was not considered in its essence, but the knowledge was understood in a relational and complex way in problem-cases. |
- Determined by the professor in the Teaching Plan; - Transmitted by carrying out content activities, reproduction of texts and the professor’s speech; - Considered the thought that converges to a single answer and is considered true; - The expansion and deepening of the content occurred via the number of classes. |
Knowledge itself |
- There were no recipes or response models, but there were as many responses as there were problem cases. |
- Finished and decontextualized; - Fragmented, worked from independent activities. |
Subjects of the learning process |
- Interactionist approach, in which students and professors were developers and creators of knowledge; - Students and professors as concrete subjects, capable of transforming themselves and the world. |
- Students are inserted into the world through the information provided; - Student as passive receiver. |
Professor-student relationship |
- Horizontal relationship, in which students also decided on methodological referrals; - Valued socio-intellectual skills (ability to work in a team, critical thinking, responsibility, self-assessment, criticality, among others) as much as the contents. - The professor had the role of instigator of students’ learning, through individual and team guidance, creator of activity scripts and evaluator of the learning process; - The student was an active subject in the learning process and a knowledge builder. |
- Vertical relationship, in which the professor was authoritative, holding the decision-making power regarding the methodology, content and evaluation; - The professor was the tutor, responsible for planning, developing, and evaluating the learning system; - The student was responsible for carrying out the activities and learning, becoming a memorizer and reproducer of knowledge. |
Teaching-learning relationship |
- Overcame the oppressive relationship, through a problematizing education with essence in dialogue, surpassing the subject-object dichotomy. - The construction of the text, conceptual map and glossary stimulated the student’s experience forming a structure that allows the student to act with meaningful learning; - The context of the problem-cases prioritized the subject’s activities, considering the insertion of the student into a local/global context; - Understood research as an educational principle. |
- Learning was considered as an end in itself; - Individual differences were ignored; - Privileged activities that sought to facilitate the reproduction, memorization and transfer of concepts and information; - The student had an insignificant role in the elaboration and acquisition of knowledge; - Did not consider research as an educational principle. |
Vision of society-culture to be provoked in the process |
- Collaborative and integrated vision in the educational process, focusing on teamwork; favored dialogue, debate, reflection and confrontation of ideas; - The problem-cases simulated real-world situations, placing the student as a subject in society, culture, history, aiming at developing awareness to demystify reality. |
- Individualist view of the educational process; - Banking education; - Aimed at perpetuation. |
University vision that the process promotes thinking |
- University as a place where the personal growth of professors and students was possible; - The University made possible the autonomy of the students from the salvage of knowledge and socio-historical knowledge, from the individual study of the themes, and from the resolution of problem-case; - Place where teaching, research and extension take place in a fragmented way. |
- Place where learning and education took place; - Restricted to place for the transmission of knowledge; - Place where teaching, research and extension take place in a fragmented way. |
Vision of education that the process promotes thinking |
- Empower students to intervene critically and consciously in reality, whether in the exercise of their profession or in their personal life; - The personal presentation video considered the life stories of the students; - The problem-case scenarios considered the students’ life context; - Team activities stimulated the socialization and democratization of relationships, in addition to being a process that stimulated a new comprehension of reality. |
- Product, models already pre-established; - Lack of emphasis on the process; - Based on quantitative, experimental, objective, generalizable, reductionist and decontextualized paradigms. |
Worldview that the process promotes thinking |
- The practice of solving problem-cases allowed the student to perceive himself as interacting with the world, capable of modifying it and changing himself. |
- Reality transmitted by the process of education; - It is external to the individual; - Already defined and constructed, the subject is a product of the method. |
Evaluation process |
- Processual and continuous qualitative assessment, where the processes were more relevant than the products. |
- Quantitative assessment; - The means of evaluation presented an end in itself; - The product was more relevant than the process. |