Research
Group Work as a Learning Strategy in Higher Education
This article presents the results of a research conducted with higher education teachers who work in the Pedagogy degree course of a private college in the city of São Paulo. The objective was investigating the criteria used in the organization of the students for the development of work in group activities in the classroom. The qualitative research included questionnaires and interviews with higher education professors. The research allowed to point out who the professors are - profile, academic background, time in teaching - if they make use of group work and how they use this methodology as a learning strategy. The result confirmed the hypothesis that group work can offer a concrete opportunity to build knowledge in a cooperative way and with the potential for the student to relate with knowledge in various ways. However, in order to achieve the proposed learning objectives, the student needs an active participation and willingness to cooperate and the teacher must have a systematic monitoring of the groups.
High School Students and Cultural Capital from the Perspective of Teachers
The present research aims to investigate how the high school, from the perspective of the teachers, has been contributing to the cultural formation of its students. This is a qualitative study with a descriptive-analytical approach, which used questionnaires and interviews as data collection procedures. With the data generated from the research, we were able to trace the profile of the participants and learn how teachers develop practices favorable to the expansion of cultural capital. With the analysis of the data, we found some obstacles that teachers face when they intend to develop practices that promote cultural development. They are: structural difficulties, little pedagogical support from the management team, lack of time for the organization of pedagogical work and lack of interest from the students themselves. In addition, the study pointed out that teachers have little experience with cultural actions.
