‘TEACHING MASTER’ TO IGNORANT MASTER’: THOUGHTS ON THE ROLE OF THE TUTOR IN THE PBL (PROBLEM-BASED LEARNING) TECHNIQUE IN A PSYCHOLOGY HIGHER EDUCATION MAJOR IN SALVADOR, BAHIA - EXPERIENCE REPORT

Abstract

This is an experience report that arose from the meeting of two new teacher-tutorials in the work with the PBL method, in the Psychology course at EBMSP. Problem-Based Learning (PBL) is an active teaching-learning methodology in which the roles of teachers and students take on forms and places different from those represented by the traditional pedagogy referential, and the teacher is moved to the place of tutor. In the present account of experience, the philosopher-literary work "The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation" by the French philosopher Jacques Rancière was taken as an analyzer of the role of the tutor in the PBL method. This work addresses an experimental situation of learning in which students learn in the absence of the teacher-teacher explanation. This paper discusses the perspectives of brutalization and emancipation, arising from the teaching-learning process, based on the reference of the PBL method. We conclude that the presence of the teacher/tutor body will foster the students' intellectual emancipation, pointing to the Equality Principle as the central strategy of learning without a explicator schoolmaster, but not without a schoolmaster.