Cruzeiro, Marco2018-05-142018-05-142017Cruzeiro, M. (2017). Uma experiência de implementação de métodos de aprendizagem dinâmica e cooperativa no contexto da disciplina de filosofia. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 333-352). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano9789899948686http://hdl.handle.net/10400.14/24276This intervention, based on the action-research model, sought to provide meaningful learning based on a dynamic model that enabled the questioning of reality and the integration of knowledge through the development of cooperative learning practices, oriented towards the critical use of diverse sources of information, and giving priority to activities that allow students to make choices, confront points of view, solve problems and make decisions based on values. For this, we chose to design a constructivist learning environment through the implementation of a working protocol that served as the guiding thread of the intervention. The improvement in academic results and the gains observed in the satisfaction of students submitted to intervention suggest that the active teaching methods, the dynamic learning and the cooperative practices are effective forms of instruction with the potential to improve and provide meaningful learning. The positive conclusion of this intervention is that this type of approach should be used more in the teaching and learning of philosophy, so that this can contribute to transfer knowledge and develop skills to other disciplines and to apply to new situations.porPhilosophy teachingConstructivismDynamic learningCooperative practicesconference object