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This work, a case study developed with a class of technical school in Taquari Valley/RS, the result of a completion work of a Specialization in Teaching, seeks to analyze the impacts of an innovative classroom technique, the World Café. The objective is to verify if this differentiated activity, classified as active methodology, is able to interfere significantly in the motivation and interest of the students, intensifying their proactivity in the search and construction of solutions. In addition, it is intended to make a superficial analysis on the learning resulting from this collaborative dynamic. The data, which served to base the empirical part of the research, come from a semi-open questionnaire, with quantitative and qualitative content analysis, supported by the categorization of data produced by the feedback of the students of the involved class. The result of this investigative process leads to believe that World Café can be considered an efficient classroom strategy, with the purpose of taking students out of the passive role, motivating them to participate and interact in the search for new knowledge and resolution of challenges. In addition, the study has also indicated some points highly valued by students, such as interaction with all colleagues and the exchange of experiences to build new ideas. Finally, based on the experience presented, faced with a specific theoretical framework, it was possible to identify significant contributions in the teaching-learning process from unconventional methods in the classroom, reinforcing the importance of the protagonism of the student.

Impactos da estratégia World Café em um curso Técnico em Administração: motivação, participação e aprendizado em sala de aula