A Proposal so That Teachers Can Work with Techniques of Active

Methodologies since the Approach of the Teaching Plan

Carlos Alfredo Weissheimer Júnior

and Carlos Tadeu Queiroz de Morais

UNIFTEC Group, IT Concentration Area, Brazil

Faculties of Technology (FTEC)/SENACRS, IT Concentration Area, Brazil

Keywords: Teaching Plan, Active Methodology, Higher Education, Student.

Abstract: This study presents a differentiated approach to the Teaching Plan (PE) that can be used in any higher

education institution (HEI). The study concentrated on two institutions located in the state of Rio Grande do

Sul - Brazil and had as main justification the dissatisfaction of the students in face of the passive presentations

of the teaching plans made by the teachers. Knowing that the traditional forms of detailing the Teaching Plan

do not meet the expectations of students, the authors of this study proposed something based on active

methodologies. Thus, it seeks to awaken the student's interest in this process and especially to make this

moment more pleasurable for both the student and the teacher. In the activity proposed in this article, the

student becomes the protagonist of the explanation of this very important document in the learning process,

he actively participates in the creation of a conceptual map created with the collaboration of his colleagues

and mediated by the teacher. In order to make this possible, the present study sought to explore technologies

that provide interactivity in presential or remote classrooms. Thus, through the Coggle tool it was possible to

make classes more attractive based on the teaching plan. Then, after a few months of carrying out the activity,

students answered a questionnaire to validate their degree of satisfaction with this proposal. The result was

analysed in a qualitative way and obtained more than 90% of satisfaction on the part of the interviewees. As

a conclusion of the study, it is possible to state that the proposed activity made the process of explaining the

teaching plan more enjoyable and active for the student.

1 INTRODUCTION

It is necessary for the student to experience the online

experience in a pleasant, collaborative way and to

engage in this model. Thinking about it, the first date

can also be active. Presenting the Teaching Plan (PE)

of a discipline is extremely necessary, but it is

generally not pleasant. Many students learn in a

traditional teaching model that does not lead them to

question why the procedures are presented. Thus,

they end up being indifferent to the whole system that

a Teaching Institution (IE) considers so that the

knowledge reaches the student in the classroom.

At the beginning of each semester, particularly in

private on-campus higher education (the target of this

research), the first class has a low attendance rate,

which is believed that the classes are not attractive.

There are countless reports justifying this by the

students. However, a baseline is perceived in the

following report that supports this argument, where it

stands out: “There will be nothing important and no

activity to deliver”, in turn they do not participate in

the first class. So, it is important that, with the help of

active methodologies and technologies, innovative

education makes it possible to transform classes into

more vivid and meaningful learning experiences for

students of digital culture at all times. (BACICH and

MORAN, 2018). In addition, methods and tools are

sought to make classes more meaningful for students.

This introduces the concept of meaningful learning.

Rogers (2001, p. 01) conceptualizes it as follows:

“By meaningful learning I mean learning that is more

than an accumulation of facts. It is a learning process

that causes a change, whether in the individual's

behaviour, in the future orientation he chooses or in his

attitudes and personality. It is a penetrating learning,

which is not limited to an increase in knowledge, but

which deeply penetrates all parts of its existence”.

David Ausubel defines that in order to have

meaningful learning; there must be an interaction

between new information and a specific knowledge

structure. Ausubel considers the facilitating element

in the individual's cognitive structure to be one of the

Weissheimer Júnior, C. and Queiroz de Morais, C.

A Proposal so That Teachers Can Work with Techniques of Active Methodologies since the Approach of the Teaching Plan.

DOI: 10.5220/0010531005330540

In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 1, pages 533-540

ISBN: 978-989-758-502-9

533

pillars that support significant learning, in the activity

proposed in this study it is possible to identify all

these characteristics (MOREIRA, 2021).

Engagement on the part of the student and the

teacher is the central gear of all the processes that

make the learning active and meaningful. For Gandin:

“A planning process requires, when the good of all is

sought, that participation happens at every moment,

in every action.” (GANDIN, 1993). Therefore, it is

very difficult to have a positive return from

something applied in a passive way. Passively, many

teachers leave their teaching plans in their Virtual

Learning Environment (VLE) and do not even detail

it with the student. This ends up causing a disruption

in the teaching process. Therefore, changes are

necessary and this article will present a successful

practice for the most significant approach to the

Teaching Plan.

The focus of the proposed activity is on detailing

the Teaching Plan actively so that the student can

understand and contribute by asking about future

improvements. Corroborating this, we seek to answer

the following problem situation: How to present the

teaching plan to students in a meaningful way?

As specific objectives, for that it will be

necessary:

1. Bring interactivity in the presentation of the

teaching plan;

2. Evidence that an active approach applied to an

exhibition process can make the student

understand better the teaching plan of a discipline;

3. Use tools based on the principle of active

methodology and technologies so that the student

works collaboratively;

4. Create an activity that the student works with what

is in the discipline's teaching plan;

5. Analyse qualitatively if students understand the

teaching plan.

In the next sections, development, methodology,

analysis of results and final considerations will be

discussed. In addition to these items, the

bibliographic references that served as a theoretical

basis for this study are also presented.

2 DEVELOPMENT

Proposing something different to present the teaching

plan is not an easy task, as it is the time to understand

the discipline. This becomes more challenging when

seeking to bring interactivity to this process. For this,

it is necessary to understand that currently

interactivity, in most cases, occurs with group

activities and with the use of some technology. The

relevance of an activity performed in the classroom is

linked to how much it arouses the student's curiosity

and interest. Therefore, the use of intuitive

technologies and tools is paramount.

In view of the various tools available on the web

to support teachers in their classes, a freeware

application for mind mapping on the web, known as

COGGLE, stands out. With it, the student can

perform the activity collaboratively, as the app allows

more than one user to edit the file in real time,

working like Google Docs. (COGGLE, 2020).

Moreover, using the Microsoft Teams environment,

students are able to discuss and perform online

activities. With the help of Moodle, Virtual Learning

Environment (VLE), the student has access to

documents, guidelines and videos related to the

activity.

As defined by Almeida and Valente (2011), it is

not enough to put the student in front of the electronic

interaction device, it is necessary to have the

mediation of the teacher, who is responsible for

assisting in defining the project's theme, clarifying the

doubts that will arise, dialogue stimulating students

and guiding them in the moments when difficulties

arise. However, at no time should the academic

protagonist be taken away. Then, to analyse the result,

with each new insertion in the mind map, the teacher

opens a moment for discussion among all students in

the class.

The student researches, reflects and analyses

possible situations for decision making with the

teacher as his facilitator (Berbel, 2011). Thus, active

education happens when the student interacts with the

activity and through Information and Communication

Technologies (ICTs) proposed by the teacher in the

proposed activity. (Rêgo and Garcia, 2020).

The methodology strategy used as the basis for

this study was the Inverted Classroom (SAI), but it is

possible to show that the characteristics of another

strategy: Project Based Learning (ABProj), which are

present in the proposed activity. SAI aims at dynamic,

interactive and creative learning. In the proposal of

this article, the student receives the activity that

requires a study prior to its execution. After

conducting the study, the groups discuss each other

and carry out the main activity, which is the creation

of the collaborative mind map. Soon the student

actively participates in the discussions and practices.

At ABProj, the project is authentic based on a

question, challenge or motivating problem. The

student will only be challenged if he understands the

meaning of the proposed challenge. Therefore, for

this study the role of the facilitator is of paramount

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534

importance. In addition, Project-Based Learning

involves teaching academic content and technical

skills in ongoing projects and collaborative work,

describes Borges and Alencar, 2014. The following

skills are described as acquired skills: self-

assessment, engagement, teamwork, decision-

making, time management, among others. Therefore,

it is possible to affirm that the article used a hybrid

solution without the strategies presented, because

both the characteristics of SAI, as well as ABProj are

present in it (Rêgo and Garcia, 2020).

To create an activity that the student works

with what is in the discipline's teaching plan, it is

necessary to be detailed and let the student passively

have the first contact with the document, in this first

moment it is named pre-class. Therefore, that

traditional approach to the teaching plan is in the past

and the student participates more in this moment.

In order to understand the second objective of this

study: highlight that an active approach applied to

an expository process can make the student

understand better the teaching plan of a discipline,

it is necessary to detail the proposal of the activity

performed. First, the students formed groups of four

members, being able to use the groups resource

offered by Teams for faster communication or

WhatsApp. After this definition, guidelines are given

for the use of the Coggle tool and then the teaching

plan already available in the AVA is presented so that

the student becomes familiar with the concepts and

methods presented in this document through the

mediator. So, the activity is divided into two parts: the

construction of a first mental map of the plan, taking

into account the items contained in it, such as:

assessments, skills and classes; and a second mind

map that focuses on the syllabus of the discipline.

Students will create these maps in a collaborative way

with the group's colleagues and, after finishing, share

them with the rest of the class. Then the activity of a

group is chosen and all other groups change the file

as discussed among its members and mediated by the

teacher.

Given the objective: using tools based on the

principle of active methodology and technologies

for the student to work collaboratively, the Coggle

tool was used because, among all those researched

and tested, it presented itself as the one that could best

meet the entire proposal of activity fully and

efficiently and clearly. To validate this tool, a study

was carried out in a smaller class that delighted the

students.

Section 2.1 presents the application of the

approach.

2.1 Application of the Approach

This section presents the execution of the activity.

After the division of the groups, the students debate

about the Teaching Plan and in a collaborative way,

they will build the mental map mediated by the

teacher according to the illustration presented in

Figure 1.

Figure 1: Result being discussed online.

For the final presentation, the teacher adds all

students in the class to the chosen mind map. It is

selected through the online presentations of each

group. In the final mind map, each of the added

students can make the desired changes; they are

discussed and validated by the mediator.

Figure 1 illustrates the discussion of the result

obtained in a collaborative way and the students

changing the mental map in real time. All students are

assessed individually taking into account attributes

such as class participation and group involvement.

Another important factor to be reported is that the

students had no greater difficulties because the

activity was being applied online. Therefore, it is

possible to affirm that the activity will not be

restricted only to this moment of pandemic, but also

in online and face-to-face subjects after this period of

challenges that we are going through, improving even

more a characteristic teaching process. In section 2.2

is the methodology used in the development of this

research.

2.2 Methodology

For Prodanov and Freitas (2013), the methodological

part is the phase, whose methods and processes are

defined in which they will be approached over a

problem and how the problem that was raised will be

solved.

A Proposal so That Teachers Can Work with Techniques of Active Methodologies since the Approach of the Teaching Plan

535

Then some works were studied for the creation of

the questionnaire. Moreover, it was observed that for

Parasuraman (1991), a questionnaire is just a set of

questions designed to generate the data necessary to

achieve the objectives of a research. And

corroborating this, according to Demo (2011), it is

possible to have a much larger number of questions,

however he defines that it is important not to make

the research boring to the participants, the more

objective and simplified its assembly, the better the

result. Thus, we tried not to leave the questionnaire

tiring for the student.

Thus, this element of data collection perfectly

meets one of the objectives of this article. Twelve

questions were asked, as the researcher believes that

he will have a better clarity in the answers given by

the students. It is considered a possible forgetfulness

on the part of the student since the questionnaire is

applied 9 weeks after the activity. The questionnaire

had a period of three weeks for students to answer it.

It is composed of 12 questions essential to the

proposal of this study, three of which are essays. In

the next section, the questions and the analysis made

on them are presented.

2.3 Analysis and Discussion of Results

It is important to mention that this whole scenario was

created and validated with the application in a single

class, so that the necessary corrections were made and

later applied in several classes with different student

profiles.

A qualitative analysis was made to try to

understand if the approach was significant for the

student; a questionnaire was made on Google Forms

and applied to students from two different HEIs in

Brazil. In one of them, a university centre, the activity

was carried out in two different units: one in the

capital of the state of Rio Grande do Sul (RS) and the

other in the metropolitan region of the same state. The

other institution of higher education chosen was a

college also located in the metropolitan region of RS.

The subjects in which the study was carried out were

IT Management, Algorithms and Programming - NH,

Algorithms and Programming - POA and IT Quality

and Auditing. This is the target audience of this study.

For this study, there was a population of 120

students, with a sample of 38 respondents who

answered the questionnaire. This represents a

percentage of 32%, considered good compared to

other research carried out in the institutions.

However, it is evident that the student does not like to

answer questionnaires, whatever they may be.

Therefore, it is interesting that the interviewer leaves

a longer time for students to respond, but also make

time available for them to be more secure for the

student. In applying this questionnaire, two

techniques were used: three weeks to answer and one

time before classes with guidance from the teacher.

This study also sought to show whether the most

different student profiles liked the proposed activity.

Then, Table 1 presents the result for the following

question: What course are you enrolled in? There

were 38 respondents.

Table 1: Courses covered in the research.

Course Percentage

Systems analysis and development 34,2%

Computer Networks 13,2%

IT Mana

ement 7,9%

Civil En

ineerin

28,9%

Mechanical En

ineerin

7,9%

Electrical Engineering 5,3%

Mechatronics 2,6%

It is possible to show that students from the most

diverse courses answered the questionnaire. This is

very important for this research, as the target audience

is not restricted. The courses of analysis and system

development with 34.2% of the answers and civil

engineering with 28.9% were the courses that

prevailed totalling more than 60% of the answers. In

addition to these, there were also computer network

courses with 13.2%, IT management with 7.9%,

mechanical engineering with 7.9%, electrical

engineering with 5.3% and mechatronics with 2.6%.

Questions 2, 3 and 4 also seek to collect more

information about the respondent's profile in order to

show whether students with different characteristics

liked the activity or if a standard profile was

preponderant.

The second question: In which semester are you

in the course? It is presented in Table 2. She sought

to understand in which semesters the students who

answered the survey were. This information is

important because it is possible to define if the

application of the activity is restricted to one semester

or can be applied in all. So the following results were

obtained: 44.7% were in the 1st or 2nd semester,

36.8% were in the 3rd or 4th semester, 10.4% were in

the 5th or 6th semester, 5.3 were in the 7th or 8th and

only 2.6% were after the 8th semester of college.

Even with respondents in all semesters, the younger

students predominated. This becomes very relevant

when starting from the fact that if the student likes the

activity already at the beginning of his course, it will

not be a problem throughout him.

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536

Table 2: Semester in which the student is in the course.

Semesters Percenta

1st or 2n

44,7%

3rd or 4th 36,8%

5th or 6th 10,5%

7th or 8th 5,3%

9th or more. 2,6%

The third question addressed was: Which of the

subjects do you study that presented the teaching

plan with a practical activity? This question sought

to validate the previous question, as of the four

subjects chosen; two were from the first semester and

two from the final semesters. It is important to note

that the most common subjects, which are in the first

semesters, have a larger number of students, which

corroborates the high rate of respondents between the

first and the fourth semesters. Table 3 describes the

subjects covered in this research and their

percentages.

Table 3: Research subjects.

Algorithms and

rogramming I - NH (Top). 28.9%

orithms and

rammin

I - POA

(

36.9%

ualit

and audit

(

Final

)

15.8%

IT Mana

ement

(

Final

)

18.4%

The fourth question, on the other hand, sought

information from the geographic region of those who

were answering the questionnaire. It should be noted

that the target audience was from both the capital and

the metropolitan region. In this context, it is known

that in the state of Rio Grande do Sul the profile of

students differs, so that it was evident that the activity

can be applied in both regions without problems, it

was necessary to collect this information. This was

done through the fourth question detailed in Table 4.

Table 4: Research regions.

Porto Alegre (capital) 31.6%

Novo Hamburgo (Metropolitan Region) 68.4%

Based on the percentages, it is possible to contact

the diversity of the target audience and that in both

regions it would be possible to apply the proposed

approach of the education plan.

After detailing and understanding the target

audience and the universe of this research, it is

important to validate whether it was satisfactory for

the student. The next questions seek to clarify this.

Question five sought information on student

satisfaction and other possible collaborative tools.

The question was: Did you like to use the Coggle

tool to build mental / conceptual maps related to

the discipline's teaching plan? It is shown in Table

Table 5: Satisfaction with the tool.

Yes. 92.1%

Yes, but I use another one. 2.6%

No. 5.3%

The question showed a high level of satisfaction

with 92.1% of the interviews approving the Coggle

tool for the execution of the collaborative activity.

Only 5.3% of respondents did not like to use the

collaborative tool in the creation of the teaching plan.

Analysing this result, it is possible to infer that these

students would probably be indifferent to the

execution of the activity, as they would also have

been in the traditional approach of the teaching plan.

Therefore, it is evident that the choice of the Coggle

tool was assertive.

In this question, only one of the respondents

checked the option: yes, but used another one. So

only he answered question 5.1 (dissertation) that

complemented 5. Question 5.1 was if you answered

“yes, but I use another tool”. What are the most

relevant features of the tool used? The interviewee

stated “CmapTools. It is a free and very intuitive

tool.”

The tool mentioned by the student had already

been researched by the authors, who at the time of

analysing the tools did not consider it more intuitive

than Coggle. Even so, it was not discarded for this

reason. The main reason for not using the

“CmapTools” tool was because it was not

collaborative. After receiving the data from this

research, the authors consulted the tool's website and

found that it still does not meet the necessary criteria

for the activity proposed in this study, so it is not yet

an option.

The sixth question was: Did the activity with

mental / conceptual maps, about the teaching plan,

make you better understand the discipline's

teaching plan? In it, illustrated in Table 6, it is clear

that the teaching plan approach through active

methodologies was significant for the student. Thus,

it is possible to report that the study achieved its

purpose taking into account all the objectives, as

65.8% of the respondents marked the option much

better. Less significantly, 28.9% responded a little

better and only 5.3% were indifferent to the activity

proposed by the study. In addition, it is important to

note: it is natural for the student to be indifferent to

the activity, as he did not like to use the Coggle tool.

This student probably performed the activity only in

A Proposal so That Teachers Can Work with Techniques of Active Methodologies since the Approach of the Teaching Plan

537

order to be assessed. Therefore, the results could be

even better.

Deepening the analysis further on the 28.9% of

the students who reported a little improvement in the

understanding of the teaching plan, it is reported that

50% of the students who marked this alternative were

considered concluding their courses, so it is possible

to verify that even already well accustomed to the

traditional model, they were able to find benefits in

the new approach. As for the region of these students

who accounted for 28.9%, around 65% were from the

interior who culturally do not like changes. Moreover,

the fear of change may have helped the student with

this profile to respond a little better instead of much

better.

Table 6: Question six.

Perce

tion of the student Percenta

Much bette

65,8%

Little bette

28,9%

Indifferent 5,3%

In order to collect more data and understand what

could be improved, the questionnaire had an essay

question to complement the answer to the indifferent

option in question 6. This question was numbered 6.1

and requested the following: if you answered

indifferently in the question 6, justify your reason.

Then it stands out: “I believe it helps, but it is

independent of the tool used to present the content,

be it mind maps or a Power Point. It is not the tool

itself, but the presentation of the programmatic

content that makes the difference”. In the report,

the student's preference for the traditional approach is

evident, where he is placed as a liability.

The seventh question has its result represented by

Figure 2. It corroborated the idea that the activity was

extremely pleasurable for the students, since 92.1%

of the respondents would like this approach to the

teaching plan in other subjects. This demonstrates

that the present study was successful in applying a

different form to the traditional one for detailing the

teaching plan. Therefore, the approach of the teaching

plan using active methodologies for detailing it in

front of the student was significant.

Question 7 was: Would you like the

presentation of the teaching plan in the other

subjects to be just as active as it was in yours? For

this question, the data shown in Figure 2 were

obtained.

Figure 2: Seventh question.

Question 8 was: Did the programmatic content

of the discipline become clearer after detailing the

teaching plan through mental / conceptual maps?

Moreover, the result is shown in Figure 3.

Figure 3: Eighth question.

The greatest relevance in the analysis of question

eight, presented by Figure 3, is not in the fact that

94.7% of respondents answered: yes, the syllabus

contents of the discipline became clearer after the

detailing of the teaching plan through mental maps,

but that in Figure 4, it was not possible to obtain the

same percentage. The percentage of 89.5% of

satisfaction, even though it is high, shows that the

teaching plan was not so well understood when

approaching assessments, skills and competences.

For 10.5% of respondents, this approach was not

clearer. In the validation study, the percentage of

students who had not found the approach in this item

to be clear was 18%, so it was necessary to triple the

sample to make sure that the item would not be a

problem in the execution of the activity. Soon it was

possible to verify that the item is not a problem, but

that it deserves special attention. Figure 4 illustrates

the results of question 9: How was the discipline

worked on the items: assessments, skills and

competence, became clearer after detailing the

teaching plan using a collaborative tool? Below is

the result of question 9.

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538

Figure 4: Ninth question.

Finally, question ten. An optional essay question

that sought to know the students' opinion on the

explanation of the teaching plan in an active way.

There were 26 interviewees who decided to

contribute to the deepening of this research, some

even had very similar opinions, but described

differently. Here are some of these contributions:

1. “Good, simple and clear methodology”,

2. “It makes it much easier to understand /

understand the content”,

3. “Well-organized to better understand every

teaching plan.”,

4. “The didactics proposed are very good.”,

5. “The use of conceptual / mental maps gives us

a clearer and more objective perception

about the subject and the teaching plan”,

6. “Mind maps help to better understand the

discipline in a more summarized and clearer

way, totally different than reading articles

and much better”,

7. “I think this teaching plan method could be

practiced in all subjects.”,

8. “Different from others and visually better”,

9. “Some doubts were clarified when doing the

activity, as all topics were separated and well

defined, making it easy to understand.”,

10. “[...] more applied students seek to research

the content in advance to have more dynamics

with the teacher in the classroom when the

subject is addressed.”,

11. “I liked making the mind map, because it is

very easy to understand the subjects, I

already used the map in chemistry classes and

it always helped me a lot.”.

The contributions from number 1 to number 4

make it clear that the students accepted the proposed

active methodology. In addition, words with: “clear”

and “understanding”, define that the study achieved

its objective with the application of active

methodologies. Today's student wants to be the

protagonist of everything that involves his learning,

but in order for his understanding and engagement to

be efficient, it is necessary to attract him.

Analysing contributions 5 and 6, it is possible to

state that the use of mental / conceptual maps was

well chosen for the execution of the activity, as it

would be possible to use another way to make the

teaching plan approach active. One of the

contributions mentioned this; however,

unfortunately, it did not suggest an alternative. The

interviewee's argument was: "I believe that the help

of any tool helps, but it does not necessarily have to

be a mental map for the objective to be achieved."

However, it is emphasized that the Coggle tool builds

mind maps collaboratively and that it is not within the

scope of the other proposal, this would affect the use

of another tool, which would make the study very

comprehensive.

Contributions 7 and 8 show the possibility of use

for all subjects of the IES, the student is again asking

for teaching to be active in all its processes.

Corroborating all the contributions, the number 11

emphasizes that another discipline, which is not part

of this study, uses mind maps in its approaches. This

is extremely positive and contributes a lot to teaching.

Therefore, it is possible to standardize the Coggle tool

for using mind maps in Higher Education Institutions.

Contributions 9 and 10 show that the teacher

performed well his role as mediator and the student's

interest in learning more by preparing in advance for

classes, the principle of the classroom inverted.

Through the questionnaire, it was possible to

identify a break in the traditional way of teaching;

students like to be protagonists of their learning at all

times. The activity developed another pleasant

moment between the students and the teacher.

In the next chapter, the conclusions obtained

through this I am and suggestions for future work will

be presented.

3 CONCLUSIONS

The approach proposed in this article sought to solve

a very specific problem in teaching. Understanding

the teaching plan is of paramount importance for the

student, but it is known that he never liked the

traditional approach. Therefore, proposing something

that was pleasurable, active, engaged the student,

helped him to see the teaching plan with different

eyes was a very complex, and challenging task.

Fortunately, the study was successful and thus leaves

a legacy for the education system: it is necessary to

do things differently and make sense of all the

processes carried out within a classroom. Without the

A Proposal so That Teachers Can Work with Techniques of Active Methodologies since the Approach of the Teaching Plan

539

engagement of the teacher and the student,

approaches such as the one carried out in this work do

not make sense. Presenting the teaching plan in a

passive way or just leaving it in the virtual learning

environment does not create a link between the

student and the education system and is not

meaningful to him.

There are no barriers to change. The study was

successful in different institutions of higher

education, located in distant regions. Moreover, it had

students from different courses, many of whom were

not even attending the same semester. Therefore, it

was possible to realize that even the interviewees

having different characteristics, they accepted the

activity very well and did not create obstacles for this

approach to be standardized in the IES targeted by the

research.

In addition to the benefits already presented and

analysed in this article, it is important to reinforce the

idea that the student increasingly needs to understand

and participate in all the processes that lead to the

content that is covered in a classroom. With activities

like the one evidenced in this scientific document, the

student understands better not only the proposal of the

discipline, but also acquires an understanding, even if

systemic, of the educational universe.

It is important for the student to remember that at

the beginning of the semester the Teaching Plan (PE)

is presented and that the skills and competences

acquired by the student had already been foreseen.

Therefore, the student can see meaning in this

process.

The work proved that it is possible to add value to

teaching through a break in the traditional model of

presenting the teaching plan. This is important so that

other procedures related to the education system try

to be more active and not mere documents.

For future work purposes, it would be interesting

to have an analysis of the teachers' perception

regarding the implementation of this approach and

that the study had an even larger sample.

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