Abstract:

The current pedagogical challenges lie in implementing student-centered approaches based on active and interactive pedagogies that promote the construction of knowledge by the student. This is particularly important at the Higher Education level since programs should encourage students to learn the specific content knowledge and develop multiple social and personal competencies that will enable them to further succeed in their professional contexts. Accordingly, this project presents the pedagogical practice implemented in the curricular unit of Didactics (master course in Physical Education Teaching in Basic and Secondary Education), which is based on a socio-constructivist perspective, applying a student-centered approach, with the basis in problem-based learning in conjunction with a combination of other active and interactive pedagogical strategies.

This pedagogical approach was therefore developed in five progressive phases:
1) Formulation of problem scenarios: The teacher defined realistic problems based on the contents to be addressed in the curricular unit, acting as a "learning activator";
2) Implementation of the flipped classroom: The teacher acted as a "knowledge facilitator” by guiding the study outside the classroom (providing theoretical materials like book chapters, articles, handouts), while directing the acquisition of knowledge through progressively challenging questions (scaffolding);
3) Cooperative Learning (CL): the teacher organized students into small groups, where each member shared the knowledge obtained in the previous phase and discussed/reflected on how it could be applied to solve the defined problem. CL does not exclude the professor, as they once again acted as a "facilitator" for structuring the work, studying, and individual accountability;
4) Experiential Learning: the teacher provided students with in-situ experience in real teaching practice contexts so they could apply and test the work developed in phase 3. This constitutes a prime moment for analysis and confrontation of what was done, resulting in intentional (re)construction and (re)signification of their beliefs, knowledge, and expectations. It also provided an assessment aligned temporally with the learning, self-monitoring, identification of one's difficulties, and empowerment to establish an action plan, enabling students to learn more about "taking care of themselves”;
5) Inter-group Discussion and Proposal of the Class Problem Solution: The fifth and final phase is dedicated to reflection and discussion in a plenary/group setting.

All groups can present the solution they propose for the defined problem, reflecting on the strategies used and the decision-making process regarding problem-solving and dynamic interaction with peers. This is a moment of debate intended to be informal so that all students feel comfortable sharing their ideas, knowledge, opinions, and experiences acquired throughout this process. Throughout the implementation of this pedagogical approach (problem-based learning), the students developed multiple skills, such as the ability to reflect, critical thinking, teamwork skills, creativity, analysis, and decision-making abilities. These skills are considered crucial for achieving more meaningful learning, both in terms of content understanding and engagement and responsibility for their learning.

Keywords:

Education, student-centered approaches, problem-based learning, higher education.