QUEIROGA, M. A.; http://lattes.cnpq.br/7112240541030408; QUEIROGA, Maria Adelina de.
Resumen:
Teaching methods are paramount in driving and quality learning. In the search for new
practices, some Active Methodologies seek to generate meaningful learning from the
problematization, awakening the student's curiosity and taking him to the learning center.
Thus, the Constructivist Spiral (LIMA, 2017) was idealized taking as a starting point the
constructivist conception of education and globalization, joining to this, elements of the
dialogue and the scientific methodology, to build the theoretical foundations of the same.
The structure of the constructivist spiral consists of a six-step process: identifying problems,
formulating explanations, elaborating questions, seeking additional information,
constructing new meanings, and evaluating process and products. In this context, this
research had as objective to evaluate the Constructivist Spiral (CS) method as an active
methodology in the Business Administration course of the CCJS/UFCG. It was based on
theories of human learning, teaching methods of higher education, addressing also the
problematizing methodologies as proposals for active learning. As methodological
procedures, the study adopted a qualitative approach, with descriptive and exploratory
purposes. The strategy used was the case study, whose data were collected from reflective
writing reports on the application and experience of the CS method, produced by students of
the discipline of Negotiation Techniques, of the baccalaureate course in Business
Administration of CCJSUFCG, from the development of the process in all six stages that
constitute it. The data were treated by means of content analysis. The results show that the
active methodologies are still little explored, and this was identified in order that the
students are not aware of its use. In addition, the Constructivist Spiral was approached as
something innovative and students not only understood the entire process that involves the
methodology but also its benefits. The dialogue provoked the exchange of experiences that
contributed to the understanding of the subject addressed. It became clear that a new
teaching-learning model is necessary and that the Constructivist Spiral method could be
used during business administration course as a way of improving academic scope and
professional future.