A strategy for democratic teaching that allows learning for students and specialist teachers

Abstract

The text discusses a research conducted in a private school in the central area of the city of São Paulo with first-year high school students on how to propose actions in the classroom in pursuit of democratic teaching. The Critical Incident Questionnaire (CIQ) was the data collection instrument applied by a Physics teacher, responsible for the research, and answered by his students. The CIQ created opportunities for students to discuss their learning process, considering their views for planning teaching activities. This choice aimed to teach the importance of their participation in establishing a context where the well-being of each and every individual was desired, thus teaching students how to live in a democracy. Through David Ausubel’s Meaningful Learning theory, student’s answers showed the importance that the teacher investigate students’ cognitive structure to propose new learning and allowed reflections that collaborated with the teacher’s professional development, bringing new learning about his practices and a gain in his awareness about the complexity of building a democratic environment.