Arranjos ergonômicos para aprendizagem: Disposições e estratégias educacionais para ambientes didáticos

Dante Ogassavara; Jeniffer Ferreira-Costa; Fabiane Almeida; Thais da Silva-Ferreira; José Maria Montiel

doi:10.51207/2179-4057.20260010

Authors

Dante Ogassavara Universidade São Judas Tadeu
Jeniffer Ferreira-Costa Universidade São Judas Tadeu
Fabiane Almeida Universidade Nova de Lisboa
Thais da Silva-Ferreira Universidade Cruzeiro do Sul
José Maria Montiel Universidade São Judas Tadeu/Instituto Ânima

DOI:

https://doi.org/10.51207/2179-4057.20260010

Keywords:

Learning, Academic Performance, Teaching, Ergonomics

Abstract

Learning is a multidimensional process that involves cognitive, emotional, relational and cultural factors. It can be formal, non-formal or informal and can be influenced by the ergonomic arrangement, and the structure of the environment in which it takes place. The aim of this study was to discuss the interactional relationship between the teaching-learning process and the definition of educational strategies. The research adopted a qualitative, descriptive and cross-sectional design, focusing on the interpretation of variables at a single point in time. The method used was a narrative literature review and materials were retrieved in Portuguese and English using the descriptors “learning”, “education” and “teaching” separately and in combination on search platforms such as SciELO, Google Scholar and PubMed. Educational strategies should be flexible and student-centered, favoring the construction of knowledge. It should be noted that active methodologies emphasize the role of students in learning, enabling teachers to be facilitators based on interpersonal contact and the construction of collective reflections. In addition, the physical layout of classrooms should also be considered as a way of enhancing learning in accordance with the pedagogical proposal applied. It was concluded that the construction of educational spaces requires the adoption of an interdisciplinary perspective, since the contribution of different areas makes it possible to cover the different dimensions of learning. However, flexibility in choosing the educational strategy to be applied is essential.

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