The teacher-student collaboration in the cooperative learning initiative

Abstract

This study seeks to evaluate collaboration between teachers and students in Cooperative Learning, through doctoral research conducted at a State Vocational School in Ceará. In the theoretical foundation, the relevance of the cooperation between teachers and students was ascertained, as an incentive to protagonism and intellectual autonomy. As for the methodology, it is a case study with a qualitative approach, as it considers the case in light of its contextual factors. Regarding the data collection procedures, semi-structured interviews were conducted with teachers and students, along with participatory observation in the classrooms of the teachers involved in the research. Content analysis was used to examine the data, assisted by WebQDA software. At the end of the research, it was verified that the proposition of Cooperative Learning fosters collaboration between teachers and students, based on social interaction, leading to protagonism and intellectual autonomy in the learning process.