World Café Method: the Possibility of Understanding Active Methodologies in Remote Learning
DOI:
https://doi.org/10.31686/ijier.vol8.iss11.2740Keywords:
active methodologies, World Café Method, remote teachingAbstract
The great challenge in these last decades in education is the growing search for innovative teaching methodologies that enable a pedagogical praxis able to form subjects with ethical, historical, critical, reflective, transformative and humanized profile. The present study stems from the following problematization: what is the contribution of the active teaching methodology called “World Café” in teaching and learning processes, so that it favors teaching innovation in remote learning during the COVID-19 pandemic? In facing this problem, the following objectives were listed: a) understanding the contributions of the World Café Method in teaching and learning process innovation; b) analyze the viability of the World Café Method in remote learning. A quali-quantitative, descriptive and applied methodological strategy is employed, drawing on Barbosa (2013), Berbel (2011), Brown and Isaacs (2007), Minayo (2010), Moran (2014) and Triviños (1987). The data were analyzed using discourse analysis techniques (Bardin, 2016). We conclude that it is possible to use the World Café Method in virtual, remote learning, as it enables the promotion of ideas, discussions, reflections, questions, and engages participants, that is, a collective learning process.
References
A.N.S. Triviños, Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação, Atlas, São Paulo, 1987.
D.P. Ausubel, The psychology of Meaningful Verbal Learning, Grune & Stratton, Oxford, 1963.
E.F. Barbosa, D.G. Moura, “Metodologias ativas de aprendizagem na educação profissional e tecnológica”, Boletim Técnico do Senac 39.2, Rio de Janeiro, May-Aug/2013 pp. 48-67. DOI: https://doi.org/10.26849/bts.v39i2.349
F. Camargo, T. Daros, A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo”, Penso, Porto Alegre, 2018.
F.J.D.G. Ozório, Q.H.M. Muniz, P. Cavalcante, B.D.S. Cruz, R.V.B. Gomes, I.M. Paim, “World Café: metodologia ativa para a compreensão da Política Nacional de Educação Especial na perspectiva da educação inclusiva”, Brazilian Journal of Development 6.6, Curitiba, Jun/2020, pp. 37858-37876. Avaliable at https://www.brazilianjournals.com/index.php/BRJD/article/view/11717 DOI: https://doi.org/10.34117/bjdv6n6-355
J. Brown, O World Café: dando forma ao nosso futuro por meio de conversações significativas e estratégicas, Cultrix, São Paulo, 2007.
J. Brown, The World Café Catalyzing Collaborative Learning and Collective Intelligence, PhD dissertation Fielding Institute, California, 2001, 341pp. DOI: https://doi.org/10.1057/9780333985380_13
J.A .Moreira, A.M. Monteiro, Ensinar e aprender online com tecnologias digitais: abordagens teóricas e metodológicas, Porto Editora, Porto, 2012.
J.A. Moreira, “Modelos pedagógicos virtuais no contexto das tecnologias digitais”, in: D. Mill; G. Santiago; M. Santos; D. Pino (eds.), Educação a Distância. Dimensões da pesquisa, da mediação e da formação, Artesanato Educacional, São Paulo, 2018, pp. 37-54.
J.A. Moreira, “Novos cenários e modelos de aprendizagem construtivistas em plataformas digitais”, in: A. Monteiro, J.A. Moreira, A.C. Almeida (eds), Educação Online: Pedagogia e Aprendizagem em Plataformas Digitais, De Facto Editores, Santo Tirso, 2012 pp. 29-46.
J.A. Valente, M.E.B.D. Almeida, A.F.S. Geraldini, “Metodologias ativas: das concepções às práticas em distintos níveis de ensino”, Diálogo Educacional, Curitiba, 17.52, Apr-Jun/2017. pp. 455-478, available at http://dx.doi.org/10.7213/1981-416X.17.052.DS07 DOI: https://doi.org/10.7213/1981-416X.17.052.DS07
J.H. Flavell, “Metacognition and Cognitive Monitoring: A New Area of Cognitve-developmental Inquiry”, American Psychologist, 34.10, 1979, pp. 906-911, available at http://jwilson.coe.uga.edu/EMAT7050/Students/Wilson/Flavell%20(1979).pdf DOI: https://doi.org/10.1037/0003-066X.34.10.906
J.M. MORAN, A educação que desejamos: novos desafios e como chegar lá, 5th ed. Papirus, Campinas, 2014.
L. Bacich, J. Moran (eds), Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática, Penso, Porto Alegre, 2018.
L. Bardin, Análise de Conteúdo 4th ed, Edições 70, Lta., Lisboa, 2016.
M.C. de S. Minayo, O desafio do conhecimento: pesquisa qualitativa em saúde, 12th ed, Hucitec-Abrasco, São Paulo, 2010
N.A.N. Berbel, “As metodologias ativas e a promoção da autonomia de estudantes”, Semina: Ciências Sociais e Humanas 32.1, Londrina, Jan-Jun/2011 pp. 25-40, available at http://www.uel.br/revistas/uel/index.php/seminasoc/article/view/10326 DOI: https://doi.org/10.5433/1679-0359.2011v32n1p25
P. Freire, Pedagogia da autonomia: saberes necessários à prática educativa, 1996.
P. Freire, Pedagogia do Oprimido. Paz e Terra, São Paulo, 2006.
T. Bates, Educar na era digital: design, ensino e aprendizagem, transl. João Mattar, Artesanato Educacional, São Paulo, 2017.
The World Café Community Foundation. The World Café Community, 2015, available at http://www.theworldcafe.com. Last access July 20, 2020
V.N.D. Franco, M.B.D.S. Porto, L.A. Almeida, “O desafio de inserção das tecnologias digitais na escola básica contemporânea”, E-Mosaicos: Revista Multidisciplinar de Ensino, Pesquisa, Extensão e Cultura do Instituto de Aplicação Fernando Rodrigues da Silveira (CAp-UERJ) 5.10, Dec/2016, available at https://www.e-publicacoes.uerj.br/index.php/e-mosaicos/article/view/26617/18984 DOI: https://doi.org/10.12957/e-mosaicos.2016.26617
Copyright Disclaimer
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Francisca Janaina Dantas Galvão Ozório, Quer Hapuque Monteiro Muniz, Igor De Moraes Paim, Josaphat Soares Neto, Sinara Mota Neves De Almeida, Petrônio Cavalcante, Robéria Vieira Barreto Gomes, Gilberto Santos Cerqueira
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2020-10-18
Published 2020-11-01
Most read articles by the same author(s)
- Robéria Vieira Gomes, Heloisa Fonseca Barbosa, Ademárcia Lopes de Oliveira Costa , Francisca Janaina Dantas Galvão Ozório , Petrônio Cavalcante, João Carlos Braga Torres Braga Torres, Igor de Moraes Paim, Sinara Mota Neves de Almeida, ASD and Inclusion: Teacher Training and the Use of Alternative and Extended Communication in Inclusive Educational Contexts , International Journal for Innovation Education and Research: Vol. 9 No. 5 (2021): International Journal for Innovation Education and Research
- Francisca Janaina Dantas Galvão Ozório , Petrônio Cavalcante, Ana Lucia Ferreira Pitombeira, Geraldo Venceslau de Lima Junior, Sinara Mota Neves de Almeida, Emanoel Rodrigues Almeida , Andrea Moura da Costa Souza, Igor de Moraes Paim, Project Model Canvas’ Contributions to the Project-Based Learning Method , International Journal for Innovation Education and Research: Vol. 9 No. 1 (2021): International Journal for Innovation Education and Research