Arquitetura pedagógica para ampliação da autonomia de aprendizagem no ensino de ecologia

Abstract

High school has been a thermometer of how the crowd are reacting to all transformations in current society. Students reflect changes in society and actively react in a new way of seeing the world. This effort converge to a new profile, flexible and versatile, capable of thinking and learning constantly, it meets the dynamic demands that vary in quantity and quality, depicting an autonomous profile. Thus, in the research reported here, the main goal is to describe the process of building a pedagogical architecture to expand autonomy through the exercise of dialogue, seeking association of different points of view, bringing out skills and competences that generate autonomy and elevate the potential of cooperation in the educational process. From a pedagogical architectures perspective, learning structures take place with the confluence of different components to emphasize an autonomous profile. The methodology provides resources for a dynamic pedagogy, centered on creativity, in a perspective of knowledge construction to be exploited by students transcending contents transference, based on a qualitative approach that is a pedagogical intervention shown to accentuate student autonomous profile through collaborative dynamics that students were submitted to.