As contribuições da aprendizagem cooperativa para a formação humana e acadêmica dos estudantes de graduação da Universidade Federal do Ceará.

Abstract

This research analyzed the use of Cooperative Learning in a program developed among undergraduates of the Federal University of Ceará, the Cooperative Learning Program in Student Cells - PACCE. The objective was to analyze the contribution of Cooperative Learning in the development of cognitive skills and human formation in students participating in PACCE at UFC in the first semester of 2016. The theoretical approach begins with a historical survey of Cooperative Learning. The theoretical foundation of this methodology was developed by the brothers David and Roger Johnson and their collaborators (1998) and referenced by Gavilán and Alario (2015) based on the postulates of Jean Piaget and Lev Vygotsky on cooperation in the learning process and Kurt Kafka on social interactions. The postulates of Cooperative Learning are substantially based on five pillars: Positive Interdependence, Individual Responsibility, Social Skills, Promotive Interaction, and Group Processing. The research analyzed ex post facto the documents related to the actions in the 1st semester of 2016 in the Program. Participation of articulators (with and without scholarships) who developed a study cell group using Cooperative Learning as a methodology, with a course of their major as well as their participation in all Program activities (61 articulators), were considered. It also compared the academic results of the members of the referred cells (214 cell members) and the colleagues of the same disciplines (3051 colleagues). Academic results show that, in 72% of the courses, there was an increase in the final average. Individually, 88% of the articulators were approved while the average classmate approval was 73%. Regarding the gains in human formation, 98% cited the importance of understanding each other and 95% referred to new friendships as positive aspects in their reports.