The Gasparian method as a critical perspective of didactic qualification in higher education: research-action

Abstract

ABSTRACT This article criticized the reproductivist model of uncritical transmission of knowledge centered on the figure of the teacher and investigates the potential of the didactic teaching action, in higher education, when supported by the Gasparian method. This is a qualitative study of the action-research type and formative evaluation, elaborated under the voice of professors who co-participated in the intervention project. Data were treated by content analysis. Results showed professors’ engagement in relation to the method, a favorable climate for student learning, good adaptation, overcoming of difficulties, and commitment to the intervention. The didactic teaching action, based on the method, brought students closer to the political and social discussions and actions of everyday life, providing academic protagonism. It provided insights that dialectically challenged the situated social issues, indicating a propitious scenario for future implementation.