Pedagogical experiences in higher education: teaching peers and interdisciplinarity
This paper presents the early stages of the implementation of a set of pedagogical experiments carried out in a higher education institution in Portugal. It argues that active learning models should not be restricted to theoretical sessions, but students must pass through the process in a significan...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Revista Docência do Ensino Superior (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/2040 |
| Acceso en línea: | https://periodicos.ufmg.br/index.php/rdes/article/view/2040 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino superior Experiências pedagógicas Interdisciplinaridade Pares pedagógicos Higher education Pedagogical experiences Interdisciplinarity Teaching peers |
| Sumario: | This paper presents the early stages of the implementation of a set of pedagogical experiments carried out in a higher education institution in Portugal. It argues that active learning models should not be restricted to theoretical sessions, but students must pass through the process in a significant way in the sense of Ausubel (2003). It presents three cases undertaken to test, evaluate and verify processes and strategies of teaching peers and interdisciplinarity created and developed by teachers, indicating in some (isolated) instances evidences of a community of practice. |
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