THE QUESTIONS IN THE CLASSROOM AS A PEDAGOGICAL TOOL FOR COGNITIVE INDEPENDENCE

Abstract

Communication in the classroom, in higher education institutions has transcendental importance to achieve training a competent professional who develops with greater independence his functions. The persistence of a traditionalist teaching in many Angolan universities lacera is pretentious. Creating cognitive independence in students should be a concern of the faculty of these institutions, but the lack of pedagogical training becomes a limiting factor in this sense. This article aims to support the pertinence of the question as a pedagogical variant to achieve higher levels of cognitive independence in students, which allow them to develop skills in the acquisition of their own knowledge. Developing the content through pertinent questions, whether planned or spontaneous, constitutes a pedagogical variant of recognized effectiveness and that its implementation can lead to a significant increase in the quality of the teaching-learning process.