O impacto psicopedagógico do processo de ensino centrado no estudante: um estudo de caso em instituições de ensino superior da cidade de Chimoio
I Psychopedagogical Impact ye Mudzidzi-Centered Kudzidzisa Njira: Chidzidzo cheNyaya mu 2 Dzidzo Yepamusoro Yepamusoro muGuta reChimoio.
Keywords:
Educação, Inclusiva, Surdez, PedagogiaAbstract
ABSTRACT
This article analyzes the psychopedagogical impact of the student-centered teaching process in higher education institutions in the city of Chimoio, Mozambique. The research is grounded in constructivist and socioconstructivist learning theories, with emphasis on authors such as Paulo Freire, Lev Vygotsky, Jean Piaget, and John Dewey, who advocate for the centrality of the student in the educational process. Methodologically, the study adopted a qualitative approach, using a case study method, involving lecturers and students from two higher education institutions. Data were collected through semi-structured interviews, questionnaires, and systematic observation. The results indicate that student-centered teaching significantly contributes to increased academic motivation, intellectual autonomy, active participation, and meaningful learning. It was also observed that this approach promotes the development of critical, social, and emotional skills, as well as greater interaction between lecturers and students. However, the study identified challenges such as infrastructural limitations, lack of teaching resources, resistance to methodological change, and difficulties in adaptation by some participants. It is concluded that student-centered teaching is a relevant pedagogical strategy for improving the quality of higher education in Mozambique, highlighting the need for investment in teacher training and improvement of institutional conditions.
Keywords: Student-centered teaching; psychopedagogy; active methodologies; meaningful learning; higher education; Chimoio.
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