Aprender psicologia na era digital: novos olhares pedagógicos

Abstract

The teaching of Psychology, in the face of the technological and social transformations of the 21st century, requires the reconfiguration of pedagogical practices to respond to new educational demands. This study, grounded in the conceptions of Paulo Freire and the reflections of Francisco Imbernón (2016), aims to analyze the role of pedagogical innovation and digital technologies in Higher Education. The research is qualitative, exploratory in nature, and conducted through a bibliographic review of works and articles that discuss education, innovation, and digital resources applied to the teaching of Psychology. The results of the review indicate that educational innovation goes beyond the mere insertion of technologies, requiring the transformation of the teaching-learning process into an interactive, reflective, and student-centered practice. It was found that active methodologies, such as problem-based learning, case studies, and virtual simulations, foster student protagonism and collaborative knowledge construction, in line with the socio-interactionist perspective. The studies also highlight that the planned and meaningful use of digital technologies contributes to more inclusive, personalized, and accessible learning environments, strengthening the democratization of knowledge. It is concluded that the integration of innovative pedagogical practices and digital resources enhances the training of more critical, autonomous professionals who are better prepared to face contemporary challenges, contributing to a more effective, equitable, and transformative Higher Education in Psychology.