The Transversality between Knowledge Management and Active Learning Methods

Connections between Education and Information Science

Abstract

The theory of knowledge, according to Hessen (1999), offers a philosophical explanation of human knowledge, emphasizing that it must be observed and described in detail. The process of knowledge creation involves the interaction between human consciousness and the object of knowledge, mediated by the dualism between subject and object and their contextual relations. The subject's function is to rescue the object, while the object, in turn, must be incorporated by the subject. This process is essential for the construction of knowledge, which occurs through the assimilation and apprehension of the object in a concrete reality, closely related to the essence of knowledge and the concept of truth. According to Moser, Mulder, and Trout (2008), human knowledge is, by nature, a true belief, provided it is justified by the person who emits it. This knowledge is considered the result of experience, that is, it is characterized as a posteriori, in contrast to a priori knowledge, which does not result from practical experience but from a creed or belief. O'Brien and Marakas (2013) emphasize that knowledge emerges from a hybrid state, resulting from both the human mind and external influences, and is therefore dependent on justifications based on facts and experiences. Nonaka and Takeuchi (1997) distinguish between two types of knowledge: tacit, which is acquired throughout life and stored in the individual's mind, and explicit, which is tangible, recorded, and stored in different formats, and can be shared. Knowledge Management (KM), in this context, becomes fundamental, as it allows the management and effective application of these types of knowledge in different contexts, being essential for decision-making and organizational life. Among the educational approaches that influence the construction of knowledge, active learning methodologies stand out for proposing a break with passive learning, traditionally centered on the oratory of the teacher and the passive listening of the student. Active methodologies aim to stimulate the active and autonomous participation of the student in their learning process, promoting continuous interaction between students and teachers. According to Abreu (2009), the roots of active methodologies go back to the thinking of Jean Jacques Rousseau, who valued practice and experience over theory, although the concept gained strength in the 1980s, as pointed out by Mota and Rosa (2018). In this context, the need arises to integrate these methodologies with Knowledge Management in order to improve teaching-learning processes and foster a more dynamic, cooperative, and collaborative environment. From this contextualization, the central problem of this research arises: how can the application of active learning methods influence and improve Knowledge Management processes in organizations, especially in the educational context? The importance of this research lies in the possibility of integrating active learning methods with knowledge management, contributing to the improvement of pedagogical practice and learning in the context of Information Science. The overall objective of this research is to analyze the relationship between active learning methodologies and knowledge management. The research adopts a qualitative, descriptive, and exploratory approach, aiming to analyze the relationship between active learning methodologies and knowledge management. To this end, a literature review was used as the main research strategy. The bibliographic research consisted of an analysis of previously published materials, including books, scientific articles, dissertations, theses, and other documents relevant to the topic in question, without a specific time limit. The theoretical frameworks were selected from recognized databases such as Scielo, Google Scholar, CAPES Journals, and other indexed sources, ensuring the quality and relevance of the information analyzed.