Lectureclass and philips 66: a look about the teaching strategies for academic students

The present paper sought to develop and analyze two teaching and learning strategies used in the classroom. The participants from this experience were 43 undergraduate students, who undertake the subject of Entrepreneurship in the Administration course in Lajeado-RS. The goal is to demonstrate that it is possible to become a more dynamic class in the educational process. For the theoretical basis from this study, it was based on: Libâneo (1994); Freire (1996); Filion& Masseto (2000); Yin (2001); Anastasiou & Alves (2003, 2004, 2006 and 2012); Gil (2012) and Mazzioni (2013). The teaching strategies used were dialogs and Philips 66. It is understood that the first one is a didactic strategy of exposing the content. In its turn the second one, that is, the Phillips 66 strategy consists of a group activity. This research approximates a case study and has a qualitative approach, whose result shows that the strategies used provided greater involvement among the students, who dialogued in the search for more correct answers. It is concluded that the strategies helped in the teacher-student interaction, providing innumerable advantages such as: analysis, interpretation, criticism, observation, teamwork (more pleasant classes), sharing of experiences (through reports), respect for different opinions and contributions to the whole process whichachieved the planned objectives.