Teaching with emphasis on collaborative learning - reflection on an experience in the discipline of knowledge theory

Abstract

The main objective of this article is to promote a reflection about collaborative learning, having as motivation a lived experience in the teaching action, coming from the application of the inverted classroom in the subject of Knowledge Theory. Our reflection was guided by the following question: how to make students active, participative and responsible for their learning in the context in which teaching is philosophy? This article is structured in two parts. In the first one, we intend to make an approach on the aspects that characterize collaborative learning, as well as to explain the constituent elements of the inverted classroom methodology, as a strategy for the promotion of this type of learning. In the second, the intention is to reflect on the said experience related to the use of the inverted classroom methodology.