A efetividade do conceito de gestão da aprendizagem descrita na literatura

Abstract

The way in which the contents are commonly worked in the school environment ignores the political and social relations that students may establish with these contents, and it does not favor that the knowledge built subsidizes the critical positioning and the social insertion of the learners. Learning Management underpins a teaching proposal organized around the learning process of the learner and not the teaching. It is about considering the experiences brought by all the actors involved in learning, and the construction of meaning in the processes of building knowledge, based on the protagonism of the learner (MARTINS, 2017). Taking this into account, it is pertinent toquestion the traditional model of teaching and think of new ways to educate citizens better prepared to live, but above all, to 'learning to learn', a need for clear change given the ineffectiveness of the compartmentalized model of teaching, in face of the inability to respondto social demands. Thus, this study aims to identify the effectiveness of the concept of LearningManagement described in the scientific literature. This study is a systematic review of the literature and points to the following result: in first place the discussion in the scientific literature regarding Management of Learning does not contemplate the full scope of the concept, but deals with it’s single components; in second place, it becomes evident that greaterownership and sharing of responsibilities in the teaching-learning process is important for the development of skills for self-learning. The compartmentalized way of exploring the concept of Learning Management does not contemplate the proposition of a transformative teaching approach, but reaffirms, with active methodological insertions, the traditional pedagogical processes of teaching.