COLLABORATIVE LEARNING AND THE “BLOOM TAXONOMY”

Abstract

This study aims to analyze how teaching methods associated with collaborative learning and Bloom’s Taxonomy serve as effective educational intervention tools in practices and processes that contribute to meaningful teaching and learning, both inside and outside the classroom. Focusing on the theme of Collaborative Learning and Bloom’s Taxonomy, the study adopts an exploratory, qualitative research methodology, supported by bibliographic research for the theoretical foundation and critical analysis of the topic, based on both printed and digital sources. Managers and teachers, through the use of learning tools, play a decisive role as mediators and agents of intervention in the educational environment. Their actions, when consistent and systematic within the cognitive domain, promote greater agility and effectiveness in the process of knowledge acquisition through the use of technologies—where gamification plays a relevant role. Pedagogical approaches must be rethought in order to adapt the curriculum to learning needs, ensuring students’ right to occupy their space in society, develop skills, and acquire knowledge.