Collaborative Learning and Training

The wTeamUp aims to explore new forms of teaching and learning, in the emancipatory approach of the pedagogue Paulo Freire, in the perspective of hands on with critical reflection based in the assumption that learning is a social act that evolves from the dialogue among the involved parts (Gerlach,1994). It explores the disquietude as a way to stimulate curiosity to encourage the search for information and knowledge that the participant feels in need for and therefore it is in continuous evolution.


This approach can be used as much in educative as in social contexts, promoting the articulation and improvement of knowledge, as well as the empowerment of the involved taking advantage of the diversity of existing knowledge(s) in society and contributing to better and sustainable societies.


The central idea is not to debit information/knowledge but to challenge the individual in the search for alternatives, motivating and mobilizing him/her, in the active search for solutions, learning and articulating knowledge. In sum, this implies to turn the learning agent into an active element of that learning and in an active contributor to it.


Transforming the student into an active individual involved in the training and learning, contributes to his/her appropriation of the knowledge, and to become a transformer element of society, contributing to a responsible, active and knowledgeable society. In this way, 44 benefits of collaborative learning - soft skills, disquietude as a challenge, emotional intelligence - are identified (www.gdrc.org/kmgmt/c-learn/44.html).


Any forum of dialogue created by the team while operationalizing the group dynamics, either by the educative/training component, or for the projects, constitute unique learning emancipatory spaces that promote capacitation and empowerment of the ones involved. While doing so the team is contributing to the development of the collective critical thinking and consequently to the social transformation, improving the mobilization and responsibilization of the agents, generating more sustainable and resilient societies in a multifaceted and multicultural space.


Based in this approach and with a wide experience in participation techniques and methodologies in different contexts, the wTeamUp develops collaborative processes adequate to each situation in a variety of formats. In what concerns the training component, a total of 100 hours of dynamic and collaborative learnings are directed to: 
•    Key-concepts for the implementation of active participation, mobilization and engagement;
•    Facilitation techniques, mediation/management and negotiation of conflicts;
•    Active communication, participated consulting and marketing.


Reflection about what is done is of the utmost importance in the collaborative processes to improve the dynamics and made them more efficient, creative and innovator. The wTeamUp also promotes privileges spaces of idea sharing and practices where researchers, professionals and faculty, debate methodologies/techniques promoters of innovation as well as its conceptualization, in a fundamental critical evaluation for the advancement of knowledge in the area.

 

Gerlach, J. M. (1994). "Is this collaboration?" In Bosworth, K. and Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No. 59.

This site was designed with the
.com
website builder. Create your website today.
Start Now