PEDAGOGICAL MODELS THAT FACILITATE STUDENTS' SIGNIFICANT LEARNING: A STUDY IN THE BG 1008 SCHOOL COMPLEX, BENGUELA, ANGOLA.

Abstract

The present work aims to analyze the pedagogical models in the teaching-learning process in the students of the 6th grade of the BG 1008 School Complex in Benguela, Angola, whose purpose is to show their influence as facilitators of meaningful learning and through the following research problem: what analysis can be made about the pedagogical models as facilitators of the significant learning of the students of the 6th grade of the School Complex BG 1008 from Benguela, Angola? Inthe theoretical approach, we focus on aspects related to pedagogical models, marketing, theories, as well as the factors that make meaningful learning unfeasible. The research is analytical-descriptive with a qualitative-quantitative approach that, to achieve the objectives, analytical-synthetic, inductive-deductive methods, bibliographic research, and the questionnaire survey were used as a data collection technique. The results demonstrate that student-centered pedagogical models, particularly the educational-constructivist model, have greater potential to promote meaningful learning, showing that students learn better when they actively participate in activities and the teacher assumes the role of mediator and facilitator of learning. It is concluded that pedagogical models facilitate and effectively contribute to the development of meaningful, more solid, lasting and relevant learning for students.