EduScrum como metodologia transdisciplinar para a promoção do protagonismo juvenil e autogestão da aprendizagem

Abstract

The Scrum framework, known for its characteristics based on empiricism, appears in an educational environment in order to assist in the development of leadership, management, autonomy and teamwork skills. However, simplistic thinking where learning is static and knowledge is segmented, slows down the development of methodologies that encourage collaboration, collectivity, creativity and autonomy. It is understood that the Scrum methodology proves to be a promising alternative for the school environment due to its set of values that generate trust, responsibility and continuous learning among individuals in the organization, facilitating actions and interventions that require results with a scheduled deadline and the use of teamwork Through theoretical and empirical studies, situations and routines in a school environment that require an active stance from the student were investigated. The EduScrum methodology was used as a facilitator for an educational practice that encourages complex thinking and systemic teaching practices, where the student becomes a protagonist in their learning. As a result, it was observed that the principles of EduScrum, based on the Scrum framework, are applicable in educational projects, in which collaboration and self-regulatory learning processes are desired, promoting autonomy and enabling success in collective work, generating value to the final product The use of the methodology, derived from the Scrum framework, has the potential to promote not only self-regulation, but also the development of leadership and management skills. It is concluded that agile methodologies in education are capable of promoting, assisting and encouraging self-management of learning, generating values of trust, responsibility and continuous learning, essential characteristics for promoting youth protagonism.