O uso da espiral construtivista como metodologista ativa em um curso de administração.

Abstract

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.