Portugués

Abstract

The present article has the purpose of analyzing didactic and pedagogical strategies used in the teaching and learning process in the discipline Research Methodology in Education conducted in a master course. It discusses the didactics in its constructivist perspective, in which its strategies support the dialogic mediation process between teacher, student and knowledge. From a methodological viewpoint, it is a descriptive research with a qualitative approach that used a field research for  data-collection, carried out as an experience report. The field investigation portrays the report of an experience in the teaching of the research methodology in 03 (three) groups of a master’s course in education, performed in a higher education institution in Angola and totaling 88 (eighty-eight) participant students.
The report uses the data triangulation strategy, contemplating participant observation of the teacher throughout the discipline, as well as the analysis of the applied didactic techniques, foreseen in the Teaching Plan. Further, the evaluation of the student reaction is analyzed through a survey with the voluntary participation of 31 students. The results of the experience demonstrated that the dialogued didactic mediation was decisive for the learning of the master’s students, despite the low level of prior knowledge by the students of the discipline.