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T. Corredato Periotto and J. Gonçalves Vicente
the student acts as the protagonist of his/her formation, a critical subject, an active
improver of social reality.
When one has the opportunity to reflect the theory from practical actions, this
approximation of the subject with the reality favors the restructuring of his/her
thought and understanding of the complexity of what is being studied. The teacher’s
way of acting and the strategies are of utmost importance for learning, both for the
student and the teacher. The teacher as articulator can use many possibilities linking teaching, research and extension, understanding that the educational process is
centered on social interaction and mediation.
In this respect Periotto and Jacovazzo (2005) emphasize that the university environment, when proposing extension activities, enables the interdisciplinary of the
studies. In the academic field, where the professional training of the student happens,
the opportunities for the experience of the tripod teaching, research and extension are
more evident having each one its importance. However, it is in the extension activity
that the contact with the real and the interaction with the social are achieved.
It is through extension activities that teaching and research complete each other
in the search and construction of knowledge favoring teachers and students involved,
say Periotto and Jacovazzo (2005). This possibility of approaching the community
outside the academic space is a great opportunity to exchange experience and prove
the theory. Teachers, students and the attended community interact in an efficient
way of teaching-learning from the real practice.
2 Collaborative Learning and Sustainability
Collaborative learning aims at the involvement and active participation of students,
favoring the exchange of experience and is a possible methodology to adopt in different contexts, as pointed by Tapscoot (2010, p. 160). “[…] the teacher was the wise
man and should pass on knowledge to the students, who, grateful, had to write down
the words of the wise man and reproduce them in exams”.
In the context of the collaborative activity, there is no subdivision into independent
parts to carry it out. All participants contribute and engage themselves in tasks with
one goal. This combined involvement ensures that the information shared during
the questioning and discussion is available to all involved being possible to observe
the relevance of its contribution and its meaning to the one who offered it and its
representation to the group.
Regarding collaborative learning, it is evident that in this methodology the construction of knowledge has as its source the interaction and autonomy of those
involved, both teacher and student and the community that is benefited from.
According to Demajorovic and Silva (2012), new opinions are formed when a
group of students discusses, reflects, constructs hypotheses, resorts to the teacher
and dialogues with each other. This requires engaging everyone in the building and
sharing of knowledge. This collaborative way allows the experience experiences that
puts to the test all existing knowledge and concepts (Silva and Soares 2011).
T. Corredato Periotto and J. Gonçalves Vicente
the student acts as the protagonist of his/her formation, a critical subject, an active
improver of social reality.
When one has the opportunity to reflect the theory from practical actions, this
approximation of the subject with the reality favors the restructuring of his/her
thought and understanding of the complexity of what is being studied. The teacher’s
way of acting and the strategies are of utmost importance for learning, both for the
student and the teacher. The teacher as articulator can use many possibilities linking teaching, research and extension, understanding that the educational process is
centered on social interaction and mediation.
In this respect Periotto and Jacovazzo (2005) emphasize that the university environment, when proposing extension activities, enables the interdisciplinary of the
studies. In the academic field, where the professional training of the student happens,
the opportunities for the experience of the tripod teaching, research and extension are
more evident having each one its importance. However, it is in the extension activity
that the contact with the real and the interaction with the social are achieved.
It is through extension activities that teaching and research complete each other
in the search and construction of knowledge favoring teachers and students involved,
say Periotto and Jacovazzo (2005). This possibility of approaching the community
outside the academic space is a great opportunity to exchange experience and prove
the theory. Teachers, students and the attended community interact in an efficient
way of teaching-learning from the real practice.
2 Collaborative Learning and Sustainability
Collaborative learning aims at the involvement and active participation of students,
favoring the exchange of experience and is a possible methodology to adopt in different contexts, as pointed by Tapscoot (2010, p. 160). “[…] the teacher was the wise
man and should pass on knowledge to the students, who, grateful, had to write down
the words of the wise man and reproduce them in exams”.
In the context of the collaborative activity, there is no subdivision into independent
parts to carry it out. All participants contribute and engage themselves in tasks with
one goal. This combined involvement ensures that the information shared during
the questioning and discussion is available to all involved being possible to observe
the relevance of its contribution and its meaning to the one who offered it and its
representation to the group.
Regarding collaborative learning, it is evident that in this methodology the construction of knowledge has as its source the interaction and autonomy of those
involved, both teacher and student and the community that is benefited from.
According to Demajorovic and Silva (2012), new opinions are formed when a
group of students discusses, reflects, constructs hypotheses, resorts to the teacher
and dialogues with each other. This requires engaging everyone in the building and
sharing of knowledge. This collaborative way allows the experience experiences that
puts to the test all existing knowledge and concepts (Silva and Soares 2011).