Resumo

RODRIGUES, Lucilo Antônio. Learning styles and the dialogic classroom. Rev. Diálogo Educ. [online]. 2020, vol.20, n.64, pp.75-92.  Epub 22-Abr-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.064.ds04.

Although consolidated, learning styles still face challenges, such as individual learning in the classroom. It is argued that, in a traditional space, teachers would be facing insurmountable difficulties as they have to work with different styles of each student. The solution in this case would be to turn to virtual spaces that are not only more suitable to different learning styles, but that would also be a response to major challenges imposed by the technological society. This option does not take into account that certain features of the classroom start to emerge at the exact same time when distance learning overcomes face-to-face instruction. Without prejudice to distance education, this article aims to advocate the use of learning styles in the classroom. Openness to dialogue is considered to fulfill the true vocation of the classroom by negotiating each personal style with students, contrary to what seems to be the case in virtual environments, where a technological agency, in the form in tables, numbers and graphs, determines individual styles. The bibliographic research was mainly based on articles published in Portuguese and Spanish. In addition to research, an example of strategy using learning styles was also proposed. Results showed a greater flexibility of learning styles, suggesting that knowledge can be increased horizontally and, therefore, more democratically.

Palavras-chave : Individual styles; Personal styles; Digital cognitive culture.

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