Resumo

TRINDADE, Rui. Self-directed learning and problem-based learning: perspectives and questions. Rev. Lusófona de Educação [online]. 2014, n.27, pp.43-57. ISSN 1645-7250.

This is a text that was drafted on the basis of the analysis of 37 articles published in six scientific publications, which are widely distributed among the international academic community and which cover the Problem-Based Learning Model (PBL) as a curricular and pedagogical model. Stemming from this analysis, the problem is approached by reflecting on self-directed learning as a objective of the PBL, which in turn explains the reflection about the role of the teaching staff within the scope of this training model. A role that is the other object of analysis of this text, when we discuss how one can conceive the role of teachers as part of a training model that understands the role and autonomy of students both as a pedagogical condition to respect as a goal to pursue. In this case, this article contributes to discuss: (i) if valuing self-directed learning contributes to legitimize pedagogical and cultural student’s self-sufficiency or may contribute to justify other forms of relationship of students with formative challenges of the respective areas of training and (ii) if teaching action is incompatible with student’s protagonism and autonomy development or, by contrast, allows foster such protagonism and autonomy.

Palavras-chave : problem-based learning; higher education pedagogy; self-directed learning.

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