GRUPOS DE CONSENSO: UMA PROPOSTA DE APRENDIZAGEM COLABORATIVA PARA O PROCESSO DE ENSINO-APRENDIZAGEM

• Main Authors: Patrícia Lupion Torres, Paulo R. Alcantara, Esrom Adriano Freitas Irala
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2004-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189117791011
• ISSN: 1518-3483; 1981-416X

This article presents theoretical and practical considerations about the Collaborative Learning concept. In a Collaborative Learning proposal, students construct their knowledge collectively through a constant exchange of information, viewpoints, questionings, question resolutions and evaluations. This learning model has demonstrated its effectiveness in augmenting the students' academic level and in developing group work skills. Studies report that students who learn in small groups demonstrate a greater achievement than those who were instructed without cooperative or collaborative work. Firstly, this article sought a conceptualization of the term collaboration and its distinction with the term cooperation, as well as a historical perspective in the development of Collaborative Learning. From this conceptual and historical framework, a proposal is presented for the implementation of Collaborative Learning in the pedagogical practice through classes of consensual groups, suggesting a suitable planning for all the steps of the teachinglearning process for the success of the Collaborative Learning activities. Thus, four concepts from social psychology were considered for planning such proposal: logistic, strategy, tactics and technique. The careful planning of all activities of such a proposal is expected to provoke ruptures, challenging students and leading them to form a learning community, cohesive and reflective, whose members work to reach commom goals while respecting de diversity of ideas, values, beliefs and lifestyles of each other.