2017
DOI: 10.1590/1807-57622016.0846 View full text |Buy / Rent full text
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Abstract: This paper discusses a rationalist/objectivist tradition of teaching and learning, with the support of a constructivist, dialogic and competence-based educational practice. Artistic expressions, particularly cinematographic ones, are presented as educational triggers. Students are organized into small groups in which they share, correlate and discuss their emotions, allowing for a better understanding of the rationalities involved in the learning process. As the groups present different stages of problematizin… Show more

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