The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts

The article offers a reflection on the relevance of the independent work method starting from the coordination of disciplines, in the planning of didactic units. It emerges from the study that was presented by Mavungo (2014) that addressed the valences of this method and the difficulties that involv...

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Principais autores: Mavungo, Fernando Abel, Coutinho, Francisco Ângelo
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/20231
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id oai:periodicos.ufrn.br:article-20231
record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Mavungo, Fernando Abel
Coutinho, Francisco Ângelo
spellingShingle Mavungo, Fernando Abel
Coutinho, Francisco Ângelo
The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
author_facet Mavungo, Fernando Abel
Coutinho, Francisco Ângelo
author_sort Mavungo, Fernando Abel
title The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
title_short The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
title_full The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
title_fullStr The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
title_full_unstemmed The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
title_sort independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts
description The article offers a reflection on the relevance of the independent work method starting from the coordination of disciplines, in the planning of didactic units. It emerges from the study that was presented by Mavungo (2014) that addressed the valences of this method and the difficulties that involve the daily lives of most of the teachers who teach in secondary schools in Cabinda. In this study it is argued that, in educational context predominated by outdated teaching approaches, the consecution of these teaching methods within the coordination of discipline can provide the formative dialogues that lead to exchange of knowledge experiences between teachers. Thus, its conclusions point out that, to foment the independence and the cognitive creativity of the students, using active methods, constitutes a pedagogical imperative that adjusts the school to the current challenges that are faced by students.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2020
url https://periodicos.ufrn.br/educacaoemquestao/article/view/20231
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AT mavungofernandoabel elmetododetrabajoindependienteenlosdialogosdecoordinaciondedisciplinasunareflexionoportunaencontextosdocentestradicionales
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spelling oai:periodicos.ufrn.br:article-202312021-03-30T16:51:02Z The independent working method in the disciplines coordination dialogues: a timely reflection in traditional teaching contexts El método de trabajo independiente en los diálogos de coordinación de disciplinas: una reflexión oportuna en contextos docentes tradicionales O método de trabalho independente nos diálogos de coordenação de disciplinas: uma reflexão oportuna em contextos de ensino tradicionalista Mavungo, Fernando Abel Coutinho, Francisco Ângelo Ensino tradicionalista. Diálogos de coordenação de disciplinas. Método de trabalho independente. Independência cognitiva. Traditionalist teaching. Discipline coordination dialogues. Independent work method. Cognitive independence. Enseñanza tradicionalista. Diálogos de coordinación de disciplinas. Método de trabajo independiente. Independencia cognoscitiva. The article offers a reflection on the relevance of the independent work method starting from the coordination of disciplines, in the planning of didactic units. It emerges from the study that was presented by Mavungo (2014) that addressed the valences of this method and the difficulties that involve the daily lives of most of the teachers who teach in secondary schools in Cabinda. In this study it is argued that, in educational context predominated by outdated teaching approaches, the consecution of these teaching methods within the coordination of discipline can provide the formative dialogues that lead to exchange of knowledge experiences between teachers. Thus, its conclusions point out that, to foment the independence and the cognitive creativity of the students, using active methods, constitutes a pedagogical imperative that adjusts the school to the current challenges that are faced by students. El estudio analiza la pertinencia del método de trabajo independiente, partiendo desde la coordinación de disciplinas, en las planificaciones de unidades didácticas. El mismo emerge del trabajo desarrollado por Mavungo (2014) que abordó sobre las valencias de ese método y de las dificultades metodológicas que envuelven las clases de los profesores de las escuelas secundarias en Cabinda. En este artículo argumentase que, los contextos educativos predominados por enfoques tradicionales de enseñanza, la concepción de los métodos ativos en el seno de la coordinación de disciplinas propicia los diálogos formativos que consubstancian el intercambio de experiencias entre los profesores, permitiendo la redefinición de sus prácticas docentes. Así, las conclusiones apuntan que, fomentar la independencia y la creatividad cognoscitiva de los alumnos con el uso de métodos ativos, es un imperativo ético que ajusta la escuela de los varios desafíos sociales que son enfrentados por los alumnos. O artigo reflete sobre a pertinência de se pensar o método de trabalho independente nas escolas secundárias em Cabinda, partindo desde a coordenação de disciplina, nos planejamentos de unidades didáticas. O mesmo emerge do estudo desenvolvido por Mavungo (2014) que abordou sobre as valências desse método e das dificuldades metodológicas que envolvem o cotidiano dos professores dessas paragens. Neste artigo argumenta-se que, os contextos educativos predominados por abordagens tradicionalistas, a concepção dos métodos ativos no seio das coordenações de disciplinas propícia os diálogos formativos que consubstanciam a troca de experiências entre os professores, permitindo a ressignificação das suas praticas docentes. Suas conclusões apontam que, fomentar a independência e a criatividade cognitiva dos alunos, através do uso de métodos ativos é um imperativo ético que ajusta a escola aos vários desafios sociais que são enfrentados pelos alunos. Portal de Periódicos Eletrônicos da UFRN 2020-08-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/20231 Revista Educação em Questão; v. 58 n. 56 (2020): abr./jun. 2020 1981-1802 0102-7735 10.21680/1981-1802.2020v58n56 por https://periodicos.ufrn.br/educacaoemquestao/article/view/20231/13136

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