Active Teaching Approach: Teaching and Learning Methods on Historical and Cultural Theory

Abstract

This study is a theoretical synthesis of researches performed in the scholar context aiming to present an active teaching and learning proposal that sees teaching approach as the dialectical unity in concepts of internalization movement. The actions are organized by the professor and carried out by the subjects who are actively involved in the educational process. The field research is based on the assumptions of dialectical and historical materialism, historical and cultural psychology and the action-research. In the theoretical field, the study shows the theoretical and methodological principles of the pedagogical activity and characterizes the triggering situation, the ways of action in the study community, and the means of learning control as the structure of the activity in common existing in the teaching-learning relationship. The results show the teaching organization based on school reality which aims, through the processes of questioning reality and mediating historically elaborated knowledge, to lead the subjects involved in pedagogical activities to the comprehension of what is real and to the development of human potential.

The Pedagogical Activity in the Training of Teachers: Contributions from the Cultural-Historical Theory

“…In the particular field of school education, the studies from several researchers (Leontiev, 1983;Bernardes & Moura 2009;Bernardes, 2009Bernardes, , 2012Bernardes, , 2014Moura et al, 2010) have been identifying the pedagogical activity (Bernardes, 2009), to be part of the particular activities of teachers and students as learning and study activities, respectively. In the pedagogical activity unit, the reasons, goals, actions, and operations must intend the same goal-the appropriation of concepts and the pedagogical development of subjects in an activity.…”

“…In the pedagogical activity unit, the reasons, goals, actions, and operations must intend the same goal-the appropriation of concepts and the pedagogical development of subjects in an activity. In this aspect, the substantial elements in the integrated system of actions and operations in the pedagogical activity are considered to be (Bernardes, 2012(Bernardes, , 2014: a) the relationships with the object under study; b) the collective and collaborative actions; c) the theoretical knowledge in the training of teachers. Figure 1 illustrates such system:…”

“…That is the interpsychological dimension, which is objectified in the intrapsychological one (Vygotsky, 1996). However, in the movement to internalize each concept, each subject presents the summary of their life experiences and of their previously-appropriated knowledge (Bernardes, 2014). In the dialogic process of concepts, each student who executes study actions and tasks is verified to have a more active participation in the pedagogical activity.…”

Development of Group-Based Differentiated Learning (GBDL) Models

“…Learning should focus on optimizing students' abilities individually and prioritize their differences. Moreover, learning activities should be flexible and dynamic, democratic, fun, and active [6]. Essential material that needs to be developed in diverse learning can be classified based on the level of learning, such as the classification of facts, ASTESJ ISSN: 2415-6698 concepts, principles, attitudes, and skills [7].…”