Teaching in higher education: an analysis of the "thirty" methodology and its relationship with historical-critical pedagogy

Abstract

This paper analyzes the teaching methodology named as “The Three Hundred” developed by Professor Ricardo Ramos Fragelli, from the University of Brasilia (UnB), since 2013, concerning the existing synergy between this teaching methodology employed in higher education and progressive pedagogies,
particularly the Historical-Critical Pedagogy formulated and published in Brazil by Dermeval Saviani. The active methodology developed by Professor Fragelli is based on assuring the learning possibility of all academics and supports the necessary teaching mediation so that such chance can occur in a satisfactory way and thereby produce good results on learning and improvement in higher education.