Metodologias colaborativas no ensino-aprendizagem em administração

Abstract

The methodological diversity that the teacher uses has the capacity to expand or limit student learning, and there are several factors that influence this relationship, in the collaborative methodology the student is an active agent of his own learning. The general objective of this research is to analyze competencies necessary to the use of collaborative methodologies, based on the perception of teachers in training (postgraduate student). The research used a semi-structured questionnaire study to identify the types of teachers profile through the experiences and choices in the discipline of Teaching Practices in Administration in the Postgraduate Course in Administration on the use of collaborative methodologies and to identify the competences of the teacher. It was verified that after the experience provided by the discipline, the teachers in training are more attracted to the strategies that encourage greater participation and engagement of the students, while incorporating technological innovations in the teaching-learning process, on the other hand, tend to have no interest in strategies that are "difficult to execute" or that present students' resistance to their development.