Collaborative Learning Through an Extension Program: Building …
827
Collaborative practices are defended by Torres and Irala (2014) as a methodology
for the shared understanding that is built from the commitment to teach and learn
that each one of the involved aims at a solution.
According to Jacobi et al. (2009), collaborative learning becomes sustainable
when there is a re-signification and re-interaction of shared information and concepts
based on the experience of each student. Elkjaer (2004) emphasizes that learning must
be understood as a social process that is established through collective or individual
relationships.
To educate for sustainability, for Springett and Kearins (2001) is to meet the needs
of the students when they seeks knowledge, respecting their limitations and giving
room so that their potentialities are improved in a way that shared and built knowledge
is not limited to a specific moment but, which serves as a basis or complements for
future practice.
Working for sustainability in the educational context for Springett (2005), is not
a simple task to the point of awakening in the student the reflection of the challenges
that he/she can find in society. It is believed that extension projects in the field of
education can be a challenging exercise in concrete experiences involving students
from different areas of knowledge and levels of training.
Jacobi et al. (2011) complement that the possibilities such as scientific meetings,
communications, discussion groups and other dynamics that favor the exchange of
experience, research in the collaborative format contribute to the development of
values and attitudes that consolidate sustainability considering nowadays aspects
and prospecting for the future. Corcoran and Wals (2004, p. 3) add that “higher
education can play a central role in transforming society towards sustainability”.
In the university context, when undergraduates are in the process of professional
training and personal identification, Klavins and Pelnena (2010) highlight that there
is a universe favorable to involvement and reflection on sustainability. Thus, the
organization of extension projects that open space for collaborative practices can
be recognized as a methodological strategy that involves sustainable development.
When contemplating real situations, provoking the students in the development of
their abilities to solve transdisciplinary problems, this is realized, it is not only a
matter of finding a solution or path. It is the breaking of paradigms that often prevent
the necessary changes from happening.
3 Methodology
The universe surveyed contemplates 103 schools of the public network of basic
education in 32 municipalities belonging to the Northwest region of Paraná. Those
involved are 7674 students in kindergarten, 4th and 5th grade, the director, pedagogue, teacher and other school staff, families and organized civil society. This is an
exploratory research, since there will be the direct involvement of the researcher. As
for the procedures, it is characterized as a field research, as it uses different resources
such as action-research for data collection (Marconi and Lakatos 2011). Regarding
827
Collaborative practices are defended by Torres and Irala (2014) as a methodology
for the shared understanding that is built from the commitment to teach and learn
that each one of the involved aims at a solution.
According to Jacobi et al. (2009), collaborative learning becomes sustainable
when there is a re-signification and re-interaction of shared information and concepts
based on the experience of each student. Elkjaer (2004) emphasizes that learning must
be understood as a social process that is established through collective or individual
relationships.
To educate for sustainability, for Springett and Kearins (2001) is to meet the needs
of the students when they seeks knowledge, respecting their limitations and giving
room so that their potentialities are improved in a way that shared and built knowledge
is not limited to a specific moment but, which serves as a basis or complements for
future practice.
Working for sustainability in the educational context for Springett (2005), is not
a simple task to the point of awakening in the student the reflection of the challenges
that he/she can find in society. It is believed that extension projects in the field of
education can be a challenging exercise in concrete experiences involving students
from different areas of knowledge and levels of training.
Jacobi et al. (2011) complement that the possibilities such as scientific meetings,
communications, discussion groups and other dynamics that favor the exchange of
experience, research in the collaborative format contribute to the development of
values and attitudes that consolidate sustainability considering nowadays aspects
and prospecting for the future. Corcoran and Wals (2004, p. 3) add that “higher
education can play a central role in transforming society towards sustainability”.
In the university context, when undergraduates are in the process of professional
training and personal identification, Klavins and Pelnena (2010) highlight that there
is a universe favorable to involvement and reflection on sustainability. Thus, the
organization of extension projects that open space for collaborative practices can
be recognized as a methodological strategy that involves sustainable development.
When contemplating real situations, provoking the students in the development of
their abilities to solve transdisciplinary problems, this is realized, it is not only a
matter of finding a solution or path. It is the breaking of paradigms that often prevent
the necessary changes from happening.
3 Methodology
The universe surveyed contemplates 103 schools of the public network of basic
education in 32 municipalities belonging to the Northwest region of Paraná. Those
involved are 7674 students in kindergarten, 4th and 5th grade, the director, pedagogue, teacher and other school staff, families and organized civil society. This is an
exploratory research, since there will be the direct involvement of the researcher. As
for the procedures, it is characterized as a field research, as it uses different resources
such as action-research for data collection (Marconi and Lakatos 2011). Regarding