Collaborative learning and the social construction of knowledge associated with Bloom

Abstract

The idea that knowledge should be built through interaction between people is not current, since the 18th century, educators already used the philosophy of meaningful learning, seeking to develop autonomy in students to enhance their learning and consequently the development of their profession. In recent decades, the collaborative learning proposal has been gaining supporters at all levels and modalities of teaching and learning, due to the fact that learning collaboratively makes learning more efficient and meaningful. With the use of technological resources, the collaborative learning proposal is reinforced, as this association can enable dynamic learning with different results for specific contexts. The means of attending to and obtaining the learning process requires instruments that help in the pedagogical planning, in the definition of objectives, in the choice of resources, among them, the technological ones and in the evaluation instruments. The adoption of the paths described and suggested by this methodology is one of those instruments that aims to support these choices, with a view to making collaborative learning efficient and successful, establishing a relationship between cognitive development and learning objectives. Thus, in this work, the importance of collaborative learning for learning focused on student autonomy will be highlighted. In addition to imposing the possible adoption of the Blended Learning modality to reinforce the connection and exchange of information in collaborative learning and Bloom.