Metodologia ativa de aprendizagem fundamentada no pensamento complexo: uma vivência no curso de Arquitetura e Urbanismo

Abstract

The need to train more active, creative and cooperative professionals in the work’s world has become a challenge for the university in which this research was carried out, since it has been promoting a process of continuous training for teachers focused on active methodologies. The article originated in a research of qualitative approach, choosing as methodology a case study, seeking to investigate: how to construct a project-based learning methodology grounded in the principles of the complexity thinking, that accept a new vision of student, teacher, school, methodology and evaluation? This investigative process involved 64 students of Interior Design I, a subject of the Architecture and Urbanism course, in a private university. The practice resulted in a greater contextualization of the student with reality, change in the role of the teacher and alignment of the classroom with institutional pedagogical intentions. Students were encouraged to practice good communication, more collaborative, solidarity, participatory, investigative, analytical, critical and argumentative action. It was concluded that it is necessary to work side by side with the students for a paradigmatic change, creating them opportunities for reflection and evolution, facing error as a path of success and guiding them in the production and reconstruction of knowledge.