O uso da aprendizagem baseada em problemas e a atuação docente

• Autor(a) principal: Klein, Ana Maria [UNESP]
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.seer.ufu.br/index.php/braziliangeojournal/article/view/23475; http://hdl.handle.net/11449/122625
• topic: Aprendizagem baseada em problemas; Diretrizes nacionais; Atuação docente; Problem-based learning; National guidelines; Teaching performance

Recent national education policy documents have emphasized the importance of methodologies and problem-centered learning processes. The purpose of this article is to promote reflection on the problem-based learning (PBL) understood as a methodology that favors learning processes and the active role of students. PBL emerged in undergraduate medical and has been gaining ground not only in higher education but also in basic education. This conception of teaching-learning breaks with the traditional relationship teacher-student- knowledge, introducing new dynamics of relationships between subjects and those with knowledge. From this perspective the educational performance turns and brings new challenges to the teacher.