INSTRUMENTOS DIDÁTICOS COMO MECANISMOS PROPOSITIVOS NO PROCESSO ENSINO-APRENDIZAGEM

Abstract

The teaching-learning process consists of mediating content between teachers and students in the educational environment. Maintaining this process in its conventional form, stigmatized by the principles of the 1950s and 1960s, is a way to create deficiencies in education. With technological and scientific advancements, it is now easily possible to introduce other educational tools into this process, shaping a new way of teaching. It is up to educators to explore to the fullest extent various types of educational tools within their reach, as a proposal to make a class more interesting, engaging, and innovative. Nevertheless, these tools have not gained much ground, especially in the context of high school, due to several difficulties that hinder their use. In light of the aforementioned, this study aimed to conduct a literature review on scientific articles addressing the use of educational tools to assist the teaching-learning process. Additionally, through an empirical and qualitative research involving students from a public school in the municipality of Catalão-Goiás, it was observed that the preferred method of learning actually deviates from conventional methods, with a focus on dialogue between teachers and students, moving away from the tradition of exams as an evaluative mechanism. From the teachers' perspective, there is a need to explore other evaluative mechanisms as well as aids in their day-to-day teaching.