Experimental activities in confronting banking education: perspectives from a constructivist approach

Abstract

This article addresses the challenge posed by the nuances of banking education in the field of science, which limit students' ability to construct knowledge and run counter to the development of the skills and abilities necessary in the current context and required by the new BNCC (National Common Core Curriculum). Given this, it presents the challenge of pointing out alternatives that enable students to become subjects of their own learning, by stimulating their curiosity and interaction with the media. As a hypothesis, it will address experimental activities and their potential, with the aim of showing that this pedagogical tool can be precisely one of the counterpoints sought in banking education. To follow this path, it begins with a bibliographic analysis and then focuses on case report analysis, respecting the limits of the article, but seeking to reinforce through reflection on practice how constructivist activities stimulate interaction and meaningful understanding, in addition to promoting the construction of knowledge in a motivating, collaborative, and efficient way.