Abstract
ABSTRACT Purpose: This article aims to evaluate the use of comics as an active teaching strategy in learning of students in a management undergraduate program. Originality/gap/relevance/implications: The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and also promotes the researcher's reflections on innovative teaching strategies for education in management in Brazil. Key methodological aspects: The study is qualitative and the research method adopted followed the assumptions and steps of the action research of Cousin (2009): recognition, planning, action, observation and reflection. Cousin's description was adapted to the context of teaching. Summary of key results: The results obtained indicate that using presentation of comics as a teaching strategy can enhance competence development, assist in the development of innovation and flexibility, and also contribute to reducing the gap between theory and practice. In addition, it can help students develop a critical sense, help to establish relationships between events and managerial situations, and encourage the exchange of experiences, assisting in decision-making and allowing students to represent a professional situation based on theoretical precepts. Finally, it contributes to the development of reflective practice in the learning environment and, in particular, promotes the development of creativity, something that was observed throughout the implementation of the strategy. Key considerations/conclusions: It is expected that the study will contribute to the dissemination of the strategy in other programs and institutions and encourage teachers to use comics in the learning processes of their students.
Highlights
In the process of managers’ education, some aspects limited professional development, such as the lack of interest of students (Santos, 2013) and the emphasis on a guideline linked to “teach to manage” rather than “educate to manage” which incorporates the process of education, in addition to the learning process and a set of activities organized to achieve educational goals, a guide to social practice (Silva, 2014), which highlights the need to institutionalize learning processes that are more experiential and action-oriented.To create a learning environment that stimulates students in the process of education is part of what we think a “good professor” should do (Lima & Silva, 2014)
Originality/gap/relevance/implications: The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and promotes the researcher’s reflections on innovative teaching strategies for education in management in Brazil
Active learning is associated with a set of teaching strategies, such as the alternatives proposed by Silva et al (2012), to conduct the learning process in a manner that involves the learner’s active participation: teaching cases, problem-based learning, simulations and business games
Summary
In the process of managers’ education, some aspects limited professional development, such as the lack of interest of students (Santos, 2013) and the emphasis on a guideline linked to “teach to manage” rather than “educate to manage” which incorporates the process of education, in addition to the learning process and a set of activities organized to achieve educational goals, a guide to social practice (Silva, 2014), which highlights the need to institutionalize learning processes that are more experiential and action-oriented. For Masetto (2012), undergraduate teaching requires mastery of pedagogical techniques that require the professor to be aware of the process of teaching and learning, and to adopt a posture as manager of curriculum that integrates the learning modules into a broader framework, which involves the education expected of a professional. It demands understanding the nature of the student-teacher relationship and the relationships between the students, adopting new technologies that promote learning, reviewing the conceptions of student’s evaluation, using techniques that encourage feedback, and carrying out the planning of educational activities oriented to the values of the individual as an agent in the transformation of society. We reflect on the strategy of using comics in the learning processes of students
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