Active learning: a look at the perspectives of scholanovism and activity theory
DOI:
https://doi.org/10.14571/brajets.v18.n4.1272-1281Keywords:
Education and teaching, Active learning, Active methodologies, New School, Activity TheoryAbstract
Active learning is an approach that has been widely discussed in recent years. However, there are different understandings of what being active means. In view of the above, the main objective of this study is to analyze the concept of active learning from the perspective of the New School movement and the Theory of historical-cultural activity. To this end, we carried out qualitative research with bibliographic procedures that took place in the main printed and online databases in Brazil. The results show that despite using similar terms and converging on some points, the concept of activity in the New School movement differs significantly from what is treated by activity theory, predominantly in relation to the conception of the teacher's role, the concern with social issues and the type of human being who wants to be formed. However, conceptual divergences can be seen as complementary, since, in essence, both perspectives focus on active and meaningful learning for the student.
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