Resumen

FIORINI, Daniela Bissoli; ALMEIDA, Iara Carnevale de; LAZARETTI, Maria Gabriela Costa  y  FORNO, Leticia Fleig Dal. Inverted classroom with problem-based learning and guidance through project, supported by knowledge management. Acta Educ. [online]. 2022, vol.44, e53601.  Epub 02-Ene-2022. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v44i1.53601.

Higher Education has gone through a resignification process of its pedagogical processes, as the traditional concept of teaching can no longer be accepted. Traditional teaching disregards the student as part of knowledge construction and development, and considers them as mere spectators of the teacher. Currently, active methodologies stand out, as they seek to stimulate students' professional practical learning. This article aims to present how Knowledge Management (KM) practices and tools can be integrated in the planning of a sequence of classes that follows the proposal of the Flipped Classroom based on Project Problems and Orientation. The methodology is applied in nature with a qualitative approach, with exploratory bibliographical research and a case study carried out in a subject of a face-to-face Software Engineering course. Data collection was developed through a document study of the professor’s class records. The content analysis allowed us to verify the easiness and difficulties of applying the proposed lesson planning. This article demonstrates that the flipped classroom proposal applying Problem-Based Learning and Organizational Management Project with KM practices and tools can be a pedagogical proposal to allow the KM cycle to occur between students and teachers, both face-to-face and online.

Palabras clave : lesson planning with active methodologies; case study; KM practices and tools; flipped classroom.

        · resumen en Español | Portugués     · texto en Portugués | Inglés     · Inglés ( pdf ) | Portugués ( pdf )