| Guiding paradigm |
- Emancipatory |
- Traditional |
| Methodology |
Alternative Methodology of Problem-Cases (AMPC):
- Considered the socio-historical knowledge of the students, their local context, without disregarding the global;
- The students operationalized the steps;
- Emphasis on research and investigation for the solution of problem-cases;
- Proposed existential situations in relation to the research content that was resignified by students. |
Recorded expository lectures, tasks, forums, glossaries, and questionnaires:
- Content presented through a recorded expository lecture, repetition activities, application and recapitulation of information;
- Students were listeners and organizers of the activities;
- Emphasis on ready-made models, repetition, and application. |
| Course content |
- Determined by the professor in the Teaching Plan;
- Stimulated reflective analysis by proposing the conceptual construction and re-signification of information, data, arguments and ideas through the construction of text, conceptual map and glossary;
- Stimulated and valued curiosity, problematization, questioning, doubt and uncertainty through the resolution of problem-cases in teams;
- Doubt and error were integral parts of the learning process and boosted thinking;
- Interdisciplinarity was not considered in its essence, but the knowledge was understood in a relational and complex way in problem-cases. |
- Determined by the professor in the Teaching Plan;
- Transmitted by carrying out content activities, reproduction of texts and the professor’s speech;
- Considered the thought that converges to a single answer and is considered true;
- The expansion and deepening of the content occurred via the number of classes. |
| Knowledge itself |
- There were no recipes or response models, but there were as many responses as there were problem cases. |
- Finished and decontextualized;
- Fragmented, worked from independent activities. |
| Subjects of the learning process |
- Interactionist approach, in which students and professors were developers and creators of knowledge;
- Students and professors as concrete subjects, capable of transforming themselves and the world. |
- Students are inserted into the world through the information provided;
- Student as passive receiver. |
| Professor-student relationship |
- Horizontal relationship, in which students also decided on methodological referrals;
- Valued socio-intellectual skills (ability to work in a team, critical thinking, responsibility, self-assessment, criticality, among others) as much as the contents.
- The professor had the role of instigator of students’ learning, through individual and team guidance, creator of activity scripts and evaluator of the learning process;
- The student was an active subject in the learning process and a knowledge builder. |
- Vertical relationship, in which the professor was authoritative, holding the decision-making power regarding the methodology, content and evaluation;
- The professor was the tutor, responsible for planning, developing, and evaluating the learning system;
- The student was responsible for carrying out the activities and learning, becoming a memorizer and reproducer of knowledge. |
| Teaching-learning relationship |
- Overcame the oppressive relationship, through a problematizing education with essence in dialogue, surpassing the subject-object dichotomy.
- The construction of the text, conceptual map and glossary stimulated the student’s experience forming a structure that allows the student to act with meaningful learning;
- The context of the problem-cases prioritized the subject’s activities, considering the insertion of the student into a local/global context;
- Understood research as an educational principle. |
- Learning was considered as an end in itself;
- Individual differences were ignored;
- Privileged activities that sought to facilitate the reproduction, memorization and transfer of concepts and information;
- The student had an insignificant role in the elaboration and acquisition of knowledge;
- Did not consider research as an educational principle. |
| Vision of society-culture to be provoked in the process |
- Collaborative and integrated vision in the educational process, focusing on teamwork; favored dialogue, debate, reflection and confrontation of ideas;
- The problem-cases simulated real-world situations, placing the student as a subject in society, culture, history, aiming at developing awareness to demystify reality. |
- Individualist view of the educational process;
- Banking education;
- Aimed at perpetuation. |
| University vision that the process promotes thinking |
- University as a place where the personal growth of professors and students was possible;
- The University made possible the autonomy of the students from the salvage of knowledge and socio-historical knowledge, from the individual study of the themes, and from the resolution of problem-case;
- Place where teaching, research and extension take place in a fragmented way. |
- Place where learning and education took place;
- Restricted to place for the transmission of knowledge;
- Place where teaching, research and extension take place in a fragmented way. |
| Vision of education that the process promotes thinking |
- Empower students to intervene critically and consciously in reality, whether in the exercise of their profession or in their personal life;
- The personal presentation video considered the life stories of the students;
- The problem-case scenarios considered the students’ life context;
- Team activities stimulated the socialization and democratization of relationships, in addition to being a process that stimulated a new comprehension of reality. |
- Product, models already pre-established;
- Lack of emphasis on the process;
- Based on quantitative, experimental, objective, generalizable, reductionist and decontextualized paradigms. |
| Worldview that the process promotes thinking |
- The practice of solving problem-cases allowed the student to perceive himself as interacting with the world, capable of modifying it and changing himself. |
- Reality transmitted by the process of education;
- It is external to the individual;
- Already defined and constructed, the subject is a product of the method. |
| Evaluation process |
- Processual and continuous qualitative assessment, where the processes were more relevant than the products. |
- Quantitative assessment;
- The means of evaluation presented an end in itself;
- The product was more relevant than the process. |
