Navegando por Autor "Takenami, Iukary Oliveira"

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    Aprendizagem baseada em problema no ensino da medicina veterinária: uma revisão de literatura
    (Universidade Federal do Vale do São Francisco, 2024-01-22) Melo, Carlos Henrique Sousa de; Takenami, Iukary Oliveira
    Workplace demands are constantly evolving; however, the education system often struggles to keep up with this progress. In the professional landscape, there is a growing demand for individuals with problem-solving skills. Thus, there is a need to develop new teaching methodologies that encourage students to be motivated, show interest, and acquire the ability to face challenges. In this context, Problem-Based Learning (PBL) has emerged as an effective methodology to address these issues. Therefore, the aim of this study is to highlight how the implementation of PBL can add value and make a difference in the teaching of various areas of Veterinary Medicine. This review has the guiding question: "How can the use of Problem-Based Learning contribute to Veterinary Medicine education?" The databases used were Science Direct, MEDLINE/PubMed, and SciELO, and article selection was conducted using the Start software. The searches returned a total of 77 articles. The PBL method was recommended by all analyzed studies and proved effective in motivating students, developing various skills, and enabling student autonomy in knowledge construction. However, some limitations related to familiarity with the method were reported, reinforcing the need for exploration and improvement in non-traditional methodologies by education professionals, aiming for a transformation in the educational landscape.
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    Desafios e interseções na educação: representatividade étnico-racial, tecnologia e aprendizagem ativa
    (Universidade Federal do Vale do São Francisco, 2024-01-15) Santos, Jéssica Sousa dos; Takenami, Iukary Oliveira; http://lattes.cnpq.br/7515224001395064
    Contemporary society, driven by technological advances, undergoes profound transformations that challenge traditional structures and shape new educational scenarios. Nevertheless, significant challenges are still observed in the attempt to authentically integrate ethnic and racial diversity into current technological paradigms. This study aims to analyze the interactions between ethnic-racial representation, technological advancements, and the design of digital educational materials, focusing on the perspective of active learning. It is a theoretical-reflexive essay, with a qualitative approach, incorporating analyses of contemporary theories such as those by Stuart Hall, Rosane da Silva Borges, bell hooks e Tarcízio Silva exploring the influence of technology on social and educational dynamics. Social and technological transformations challenge traditional structures, influencing knowledge production and reconfiguring racial representations. The appreciation of diverse scientific frameworks emerges as a crucial element in identity formation, questioning established cognitive and cultural patterns. Technological advances reshape education, emphasizing the importance of distance learning. Learning Objects, while providing virtual resources, face challenges of representation and biases, with special attention to algorithmic racism on digital platforms. In the production of digital educational materials, pedagogical principles are adhered to, but challenges of representation and visibility persist, notably algorithmic racism. Reflection on images and concern for representativity become essential for inclusive education. The results highlight the urgency of reconsidering the production of digital educational materials, promoting diversity, and combating biases. The integration of active methodologies is crucial, stimulating conscious and inclusive education, recognizing the importance of representativity on digital platforms and empowering students for active participation in building a more equitable society.
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    Metodologias ativas de aprendizagem em geografia para o ensino médio integrado: desafios e experiências
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-11) Santos, Eline Almeida; Takenami, Iukary Oliveira; http://lattes.cnpq.br/3865207523600698
    In contemporary times, we observe a school institution deeply rooted in a traditional pedagogical approach, where practices fail to stimulate active student participation and are disconnected from the surrounding reality. This context often leads to the perception of Geography as a mundane and distant subject in basic education. The pursuit of pedagogical practices centered on individual peculiarities, autonomy, and critical reflection emerges as a response to provide active and meaningful learning, aiming to overcome these challenges. The study, presented as an experiential report, is based on the experiences of an educator in the context of basic education, focusing on Geography, during the years 2022 and 2023. Developed through qualitative and descriptive research, the study went through four distinct phases: literature review, sample definition, teaching laboratory with photographic documentation, and systematization and analysis of experiences. The diverse methodological strategies applied resulted in significant interaction among groups, improvement in knowledge, overcoming challenges, and integration of theory and practice, fostering student protagonism and culminating in an enhancement in performance, reflected in high approval rates. Finally, it is emphasized the importance of balancing traditional and innovative approaches in pedagogical practice,
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    Sala de aula invertida para o ensino da Educação Física: um relato de experiência
    (Universidade Federal do Vale do São Francisco, 2023-12-26) Nascimento, Edjany; Takenami, Iukary Oliveira
    Physical Education is a pedagogical discipline that addresses bodily expressions such as games, sports, dance, and gymnastics in the school context, forming an area of knowledge known as corporal culture. Teaching gymnastics requires the creation of stimulating learning situations for students to actively participate, such as the flipped classroom. Therefore, this study aims to describe the stages of the teaching-learning process of gymnastics in/from school through the flipped classroom and the didactic path for organizing a gymnastics festival. It is a qualitative descriptive study, a narrative of experience, experienced by an educator in the field of Physical Education during the third teaching unit of 2023, at an Integrated Technical High School located in Western Bahia. Almost unanimously, participation in the festival was characterized by joyful and enthusiastic behaviors, especially due to the integration of classes and courses in a colorful, festive, and musical space. On the other hand, some students exhibited a potential resistance to the theme, accompanied by feelings of shame and shyness. The results underscore the significance of active methodologies, such as the flipped classroom, in the context of Physical Education. Overcoming the traditional format of teaching and learning is essential, emphasizing the importance of innovative strategies to engage students more effectively. While the gymnastics festival generated overall enthusiasm, it also revealed emotional challenges for some students, emphasizing the need for sensitive and inclusive approaches in Physical Education instruction.
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    Uso das metodologias ativas na prática do enfermeiro da atenção primária à saúde: um relato de experiência
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-22) Oliveira, Gustavo Coelho de; Takenami, Iukary Oliveira; http://lattes.cnpq.br/5629405326727831; http://lattes.cnpq.br/4102931983777311
    Introduction: Primary Health Care (PHC) plays a central role in the healthcare system, serving as the preferred point of entry for the majority of individuals. In this scenario, the nurse plays a crucial role in health promotion and disease prevention within PHC. The adoption of active methodologies in the nurse's practice within PHC stands out not only as an innovative approach but also as a response to the increasing demands for a more participative and effective role in healthcare. Objective: To describe the application of active methodologies in the nurse's practice within PHC. Methodology: This is an experience report based on the experiences of a nurse at the Family Health Unit (FHU) Varzinha during the second semester of 2023. Results: The implementation of innovative practices took place over a period of six months and included: identifying learning needs, discussions to pinpoint areas where they wished to improve their skills and knowledge, planning practical and interactive activities such as clinical case simulations, group discussions, and on-the-job training. The activities were also implemented in the nurses' work routine, allowing them to apply the knowledge acquired in patient care. Conclusion: The use of active methodologies proves to be well-suited for the daily practice of the eSF nurse. In light of this, based on the experience gained, it is emphasized that challenges are inherent, but throughout the implementation process, the participation of the target audience, along with the collaboration of the team members, becomes increasingly significant.