ESTRATÉGIAS ATIVAS: AÇÕES EM BUSCA DO DESENVOLVIMENTO DA AUTONOMIA DOS ESTUDANTES

Abstract

Although collaborative learning is not something new, with the emergence of information and communication technologies and also with the advancement of the Internet, collaborative learning has had a lot of growth in the academic environment. Although there are different ways to conceptualize collaborative learning, it is evident that everyone puts it, each in their own way, that it is through the construction together and with the help between the members of the group that one seeks to achieve goals and acquire new knowledge. The basis of collaborative learning lies in the interaction and exchange between students, with the aim of improving their competence for cooperative group work. Bloom taxonomy can also help with learning. In everyday life, it is not always an easy task to analyze which skills and abilities the student has actually managed to develop. However, with Bloom’s taxonomy, educators are able to have more control over the educational goals and pedagogical strategies needed, even to change specific points in the lesson plan when necessary. It is hoped that this bibliographic research will contribute to raise a deeper and enlightening debate on the use of collaborative learning in education as a differentiated proposal, where the teacher’s role as a mediator and the interaction between students through dialogue, whether oral or written , are characterized as fundamental aspects that may contribute not to reproduction, but to the construction of knowledge.