Author(s)

Augusto Niche Teixeira¹, Vera Lúcia Ramirez², Claus Dieter Stobäus³

¹Coordenator of Education and Culture Areas of Centro Universitário La Salle-UNILASALLE, Canoas, RS, Brazil.
²Academic Pro-Rectory of Centro Universitário La Salle-UNILASALLE, Canoas, RS, Brazil.
³Postgraduate Program in Education and in Biomedical Gerontology, Pontifical Catholic University of Rio Grande do Sul-PUCRS, Porto Alegre, Brazil.

This case report is the sharing of teaching practices and theoretical and epistemological reflections that bring together educational and methodological experiments in the Degree in Pedagogy in the field of higher education, the Centro Universitário La Salle-UNILASALLE, Canoas-RS, Brazil. The reported pedagogical proposition is founded on records and epistemological principles of the theory of complexity of Edgar Morin—highlighting the recursive thinking and dialogical perspective. Co-created pedagogical practices by professors and students in 2015, in graduate degrees in Education, in different subjects and distinct themed areas, are a clear intent to promote active methodologies, whose nature allows students and teachers to argue about the role of teaching and learning processes and the attribution of meaning to learning. Significant experiences were presented in this paper bordering on approaches based on logic of blended learning, under the influence of concepts related to digital culture contemplated from Marc Prensky’s ideas. This logic is configured on a methodology aimed at non-disjunction between classroom learning. The areas of knowledge of Pedagogy, Design and Information Technology are directly interrelated in this project. At the dawn of the third millennium, the introduction of educational and pedagogical practices under the logic of new languages becomes a sine qua non for the attribution of meaning and meaning to learning, when the priori new brain structures and cognitions emerge from new experiences and digital stimuli. The construction of knowledge through the prism of active methods is enhanced by the production of learning materials structured from the new languages derived from Digital Culture. It notes that the pedagogical practice based on active methods is not dogmatic and even absolutist, considering the required reading of the classics, philosophical thinking, reflective look about the art and the investigative approach enrolled in all forms of science. Active pedagogical practice must ensure the usefulness of teaching and learning processes that, in complex ways, can expand the possibilities of diverse practices and consequent investigations. Thinking the educational and pedagogical complex in the XXI century is therefore one of the greatest challenges of contemporary times.

Active Methodologies, Creative Intelligence, Complexity, Hybrid Education

Teixeira, A. , Ramirez, V. and Stobäus, C. (2016) Active Methodologies-Blended Learning: From the Complexity to the Sense of Learning Experiences by Means of Significant Learning in Digital Culture Time. Creative Education, 7, 1195-1204. doi: 10.4236/ce.2016.79125.