Classroom experience at the Fundación Universitaria Comfenalco Santander, applying the PBL model and role play as a pedagogical resource.
DOI:
https://doi.org/10.25044/25392190.959Keywords:
Problem Based Learning, Public Policy, Role PlayAbstract
This article presents a classroom experience based on a simulation for the elaboration of public policies at the level of higher education, using the Problem-Based Learning Model -PBL and the role-playing strategy as a pedagogical resource. In the simulation of the role play, the students were divided as interested actors in a specific public policy (Housing Policy) and the teacher assumed the role of government. This simulation exercise was developed in two groups of different levels (second and fourth semester) and had as objective the reflection and understanding of the students on the political variables that affect this process, highlighting especially the existence of a set of political actors and social with differentiated interests and a government that - in addition to acting as a negotiator and arbitrator of the process - also has its own preferences. Aiming to be a pedagogical tool capable of generating significant learning in students and generate greater understanding of the complexity inherent in the exercise of policy making that seeks to generate legitimate and effective public policies in a context such as Colombia.
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