Aprendizagem cooperativo-colaborativa: uma abordagem na engenharia química.

Abstract

Professor of higher education is considered an expert in your field of knowledge, but not necessarily dominates the area pedagogical education. In General, the teacher prepares the class so as to leave him well articulated with the content without worrying about the student learning. Research conducted by Stanford University (2001) show that the human attention remains focused on a subject by less than 50 minutes, however, they suggest the use of resources and techniques to make the lessons more fruitful. Given this, this paper proposed the verification and use of Cooperative-Collaborative Methodology (ACC) as a tool to aid the development of more dynamic and participatory classes, as well as the study of the personality and style of learning on interference in the teaching-learning process of students on the course of chemical engineering of the UFCG. To this end, structured the study in four steps. The first consists in the verification of the applicability of the methodology followed by the ACC intervention process in different classes of the course of chemical engineering. The third stage sought the study of personalities through the MBTI (Myers-Briggs Type Indicator) and the last part is understood by the study of learning styles with indicators ILS (Index of Learning Styles). The research demonstrated to be possible the application of the methodology within ACC, providing new academic approaches, new forms of relationship of the student with the school environment, new forms of relating theories with problems and new ways of thinking. The research also revealed that the MBTI personalities may or may not influence on student learning, which is not a determining factor. However, it was observed that the way in which the contents are discussed and taught in the classroom by the teacher has a greater impact factor of interference in student learning, indicating that the way to teach the teacher can contribute positively or negatively to the teaching-learning process of the student.