Convergência entre a metodologia de ensino Sequência Fedathi com os objetivos educacionais do domínio cognitivo da Taxonomia de Bloom

Abstract

n this essay, I aim to analyze the main convergences between the Fedathi Sequence teaching methodology and Bloom’s Taxonomy in the domain of cognitive objectives. The theoretical framework is based on establishing a comparative framework of Bloom’s Taxonomy, a theory that studies the learning process through educational goals supported in three areas of the psychological domain: affective, psychomotor, and cognitive (the latter will be analyzed in this paper, and its domains are originally knowledge, analysis, application, creation or synthesis, and evaluation) and the teaching methodology called Fedathi Sequence, defined as a teaching methodology that studies the attitude of a teacher when they work on the concepts of this area with their students, making them direct and active participants in the construction of the knowledge that is being learned and explored. Its stages are position-taking, maturation, solution, and proof. The approximate results from both fields of didactic knowledge were that the categories of the cognitive domain of Bloom’s Taxonomy and the steps of the Fedathi Sequence are interconnected so that: the position-taking step is linked directly to the cognitive domain knowledge; the maturation step is linked directly to the analysis and application domains; the solution step is linked directly to the creation or synthesis domains; and, finally, the proof step is linked directly to the evaluation domain. The main conclusions were that the two theories could be merged or incorporated into the planning and didactic practice in any curricular discipline and teaching modality because when both theories converge in a methodological approach, they favor and enhance pedagogical practice with benefits for both teaching and learning.