PEER INSTRUCTION IN TEACHING PRACTICE: DIALOGUES, KNOWLEDGE, AND AUTONOMY
Keywords:
Learning, Methodologies, Active, Peer, InstructionAbstract
It is necessary to reformulate and improve the processes, didactics and teaching-learning methods, changing the roles of agents in learning, which currently must be shared and collaborative. Therefore, the basis of a modern society is attributed to teaching methods, with the ability to improve knowledge, skills and attitudes, which encompass skills for social life and work. In this sense, the study presents the following issues: How does the active Peer Instruction methodology promote more meaningful learning? The general objective of the work is to address the applications of the active Peer Instruction methodology in promoting learning; plus the specific objectives of describing active methodologies and their fundamental principles, highlighting the purposes and applications of the active Peer Instruction methodology, and demonstrating how the active Peer Instruction methodology guarantees more meaningful and promising learning. The justification for the study is based on elements that reinforce educational premises, providing information about active techniques, benefiting both current and future teachers, students and their guardians, educational and government institutions and the entire community. The study is characterized in its methodology as research of a basic nature, with descriptive and explanatory objectives, using a qualitative approach, using the bibliographic research method, containing secondary sources. It is concluded that the active Peer Instruction methodology helps learning by bringing students closer to their development, provides diverse interactions, the search and exchange of information and knowledge, making learning more meaningful and solid.
