SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem

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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 possibilidades da psicopedagogia institucional na utilização de metodologias ativas para o processo de aprendizagem de estudantes do ensino médio
    (Universidade Federal do Vale do São Francisco, 2024-02-15) Santos, Elisabete Reis Andrade; Santos, Cristiane Sousa; http://lattes.cnpq.br/1489167721694892
    The psychopedagogue, in the school environment, deals with several challenging si- tuations that involve the teaching and learning process and, therefore, needs to seek knowledge to create actions that allow identifying possible difficulties in the process of knowledge construction, respecting the singularities . In this sense, it is important to highlight that the role of the institutional psychopedagogue goes beyond identifying learning difficulties. He/she acts as an agent of transformation, guiding teachers in adapting pedagogical practices and creating dynamic learning environments. The partnership between educational psychologist and teacher is essential to overcome challenges and maximize the opportunities offered by active methodologies. The con- cern that motivated this study arose from the observation I carried out during my inter- nship in Institutional Psychopedagogy. This research is anchored in a qualitative approach, using bibliographical research as a methodological procedure. To select rese- arch references and theorists, Google Scholar databases were consulted. From the study, we realized the importance of psychopedagogy within the learning process, with this professional being assigned, among his/her functions, the role of catalyst for change and the active engagement of teachers, reaffirming how fundamental this partnership is to create a school environment that not only faces challenges, but also takes advantage of the possibilities to provide a more meaningful and inclusive education.
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    Desafios na aplicação de metodologias ativas por docentes da educação básica: uma revisão narrativa
    (Universidade Federal do Vale do São Francisco, 2024-01-15) Farias, Pollyanna; Takenami, Iukary
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    Educação antirracista na educação profissional mediada pelas metodologias ativas: relato de experiência
    (Univeridade Federal do Vale do São Francisco, 2024-01-11) Almeida, Aline; Palácio, Maria Augusta
    This article consists of an experience report through the Afroempreender project, which was designed with the aim of working on anti-racist education and highlighting the importance of racial identity through Afroentrepreneurship, applied based on an Afro-referenced methodology and project-based learning. at the Professional Educational Territorial Center of Serrinha. The project became a space for quilombola and assistance in the constancy of practices of anti-racist and Afro-referenced education throughout the school space, being responsible for developing activities that favored the promotion of racial equality. The objective of carrying out the project was to demonstrate that it is possible, despite all the difficulties, to combine anti-racist education with the teaching practice of professional education, including technical areas, by incorporating, discussing and reflecting different racial themes, without abandoning the curricular content, and primarily, the effectiveness of the applicability of active methodologies, particularly project-based learning, for the development of educational activities centered on ethnic-racial relations was noted.
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    Mapas conceituais enquanto ferramenta de ensino
    (Universidade Federal do Vale do São Francisco, 2024-01-20) Nogueira, Dialles; Ribeiro, Marcelo; https://orcid.org/0000-0003-1196-7383; 8566377803271737; https://orcid.org/0000-0002-5708-1900; http://lattes.cnpq.br/7451160611438346
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    Transtorno do espectro autista (TEA) e o ensino - aprendizagem: uma análise da aplicação de jogos didáticos na escola de referência em ensino fundamental e médio
    (Universidade Federal do Vale do São Francisco, 2024-03-21) Souza, Damiana D. S.; Ribeiro, Marcelo Silva de Souza; http://lattes.cnpq.br/7755440245059784
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    O uso de metodologias ativas em escolas do campo: uma revisão bibliográfica
    (Universidade Federal do Vale do São Francisco, 2023-01-30) Silva, Miria Araujo; Barreto, Raphaela Vasconcelos Gomes
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    Uso de metodologias ativas no processo de ensino aprendizagem em cursos de engenharia: revisão integrativa
    (Universidade Federal do Vale do São Francisco, 2024-01-31) Santana, Tamires Cordeiro; Souza, Thayssa Carvalho; Silva, Adriana Moreno Costa; http://lattes.cnpq.br/2774178793331631; Moreno, Thiago de Azevedo; http://lattes.cnpq.br/4905413810325333; http://lattes.cnpq.br/5879349527040555; http://lattes.cnpq.br/0371416357269710
    Active methodologies are teaching strategies that involve students in a participatory way, encouraging the active construction of knowledge. By adopting active approaches, educators can promote greater student engagement, encourage critical thinking, facilitate the practical application of knowledge, and promote interpersonal skills. Given the above, this article aims to investigate the use of active methodologies in engineering courses and their challenges during the implementation of the method. The phenomenon in question, that is, the adoption of active teaching methodologies, was analyzed due to the growing search for more effective and engaging pedagogical approaches in higher education, especially in fields as complex and practical as engineering courses. The integrative review examined and synthesized 15 articles that offered an analytical view of educational practices in engineering that incorporate active methodologies, highlighting the specific challenges that educators face when applying these teaching-learning methods. The results showed that the use of active methodologies in the engineering course presents specific challenges that require attention and adaptive strategies for effective implementation. One of the main challenges lies in the complexity of the technical content, characteristic of these disciplines. The theoretical and practical nature of engineering requires a pedagogical approach that integrates knowledge in an in-depth way, which can be challenging when employing active methodologies. The results of this study indicate that by recognizing and addressing the identified challenges, the university community can move towards more effective practices, preparing students not only with technical knowledge, but also with practical skills and an active and reflective approach to learning.
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    Uso de tecnologias da informação e comunicação na docência durante a pandemia de covid-19: revisão integrativa nos anos de 2020-2023.
    (Universidade Federal do Vale do São Francisco, 2024-02-08) Almeida, Silvani Silva de; Barreto, Raphaela Vasconcelos Gomes; https://orcid.org/0000-0002-8643-1607; https://lattes.cnpq.br/3761289580033874