ACTIVE METHODOLOGY IN THE 7TH YEAR OF ELEMENTARY SCHOOL: THE PEDAGOGICAL WEBFOLIO AS A LEARNING TOOL

Abstract

The need for educational practices integrated with technologies is something more than urgent in the post-modern school. That said, and in order to work with active methodologies that articulate the syllabus with the use of technology, this chapter aims to discuss the Pedagogical Webinar and its applicability in the classroom. This didactic resource is an enhancer for the effective participation of students in the teaching-learning process, in view of its dynamism and its relationship with the student's reality. In this sense, this research arises from our work as teachers in basic education, based on our classes taught in the disciplines of Mathematics and Portuguese Language, held in two municipal schools of the Final Years of Elementary Education in João Pessoa (PB). As a theoretical contribution, we refer to Boas (2005) and Tibúrcio, Fonseca and Cunha (2020), when reflecting on how the Pedagogical Webinar acts as a tool that facilitates learning; in Tébar (2011), when mentioning the importance of the teacher as a mediator in the teaching-learning process; in Freire (2005), when he highlights the importance of a critical pedagogy; in Libâneo (1994), when addressing the Critical-Social Pedagogical Tendency; and in Vygotsky (2017), with his socio-interactionist perspective. In addition, we are supported by the National Common Curriculum Base (BNCC), by mentioning the obligation to work with technological resources in school. As a result, we believe that the incorporation of the Pedagogical Webinar favors the autonomy of students, promoting reflective and contextualized learning, in addition to encouraging self-assessment and self-learning.

DOI: https://doi.org/10.56238/sevened2024.038-008