SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/176

Navegar

Agora exibindo 1 - 20 de 34

Uma análise comparativa entre softwares proprietários e livres na educação matemática: tendências, alternativas e licenças
(Universidade Federal do Vale do São Francisco, 2023-12-28) Oliveira de Jesus, Samuel; Carvalho da Silva, Fabrício; http://lattes.cnpq.br/7014017382734722
In the educational sphere, and in other contexts, there is a prejudice that free software is more complex, less reliable and of lower quality. This view is often fueled by a lack of understanding about the principles, properties and potential of these technologies, as well as by misconceptions spread by the media and the market. This work sought not only to compare proprietary and free software in mathematics education, addressing trends, alternatives and licenses, but also to offer a comprehensive view of the elements that permeate this analysis. During the research, crucial topics were explored, such as intellectual property (Chapter 2), the clear distinction between program and software (Chapter 3), presentation of the main types of software and licenses (Chapter 4), and Public Domain (Chapter 5). In Chapter 6, we present the research results, including the comparison between proprietary and free software, grouped by fields of activity in mathematics teaching and thematic units of the mathematics curriculum according to the BNCC. The study addressed the nuances of licenses associated with each type of software, providing a solid basis for informed decisions in the educational environment, promoting more conscious and ethical use of technology.
Aplicabilidades das metodologias ativas no ensino fundamental I: um relato de experiência
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-24) Cirilo, Carline Severo Andrade; Almeida, Debora Cristina Gomes de; Moreno, Thiago de Azevedo; Silva, Adriana Moreno Costa
Contemporary society has increasingly demanded training from subjects aligned with their multiple demands, in a scenario whose political, economic, technological, scientific and environmental changes are characterized by their accelerated fluidity. In this scenario, the school plays a crucial role in the education of the individuals immersed in it, capable of acting as protagonists and transformers of realities. In this sense, our research aimed to report experiences carried out with Elementary School I classes, obtained through the use of Active Methodologies as an innovative practice, using the licuri fruit, a native plant of the caatinga, inserted in the students' reality as a topic of discussion. The use of the Flipped Classroom and the Reflective Portfolio were intertwined and, through the application of these methodologies and, based on observations and records, data was collected. The results show that the adoption of these methodologies contribute greatly to the autonomous and reflective learning of students, in addition to requiring consistent planning from the teacher, respecting the context of the subjects involved and constant reflective practices to overcome challenges and achieve the proposed objectives.
Aplicação da aprendizagem entre pares: um relato de experiência
(Universidade Federal do Vale do São Francisco, 2024-01-31) Ferraz, Jamile; Vieira , Michelle Christini Araújo; http://lattes.cnpq.br/8764737957219458
The aim of this study is to apply the Peer Learning methodology in order to identify the potential and weaknesses of its use within the teaching-learning process, as well as its application and expected results in the classroom. Within a specific theme, 5 problems were proposed for group construction, addressing the proposal of pair-based learning. As a result, it is worth highlighting the formation of a student capable of evaluating and building their own future through a commitment to training, with a holistic and creative vision of the proposed theme. The study method adopted was the construction of an experience report.
Desafios de aplicação da metodologia sala de aula invertida e perspectivas que facilitam a implementação
(Universidade Federal do Vale do São Francisco, 2024-01-10) Pereira, Maria Vanuza; Silva, Fabrício Carvalho da; http://lattes.cnpq.br/2850456934861292
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.
Desafios e possibilidades da coordenação pedagógica no trabalho com metodologias ativas no ensino médio
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-10) Nascimento, Regiane da Silva do; FERREIRA, Paulo Emílio Botura; http://lattes.cnpq.br/2811224657299026; https://lattes.cnpq.br/6740942252374948
This article addresses the challenges and opportunities faced by pedagogical coordination when implementing active methodologies in the context of High School. Initially, the growing demand for innovative pedagogical practices and the need to adapt coordination to meet this requirement are contextualized. The central objective is to identify the challenges faced and the possibilities generated. The methodology used involved bibliographical research. The results of the research on the role of pedagogical coordination in working with active methodologies revealed a series of significant challenges and possibilities. In which, pedagogical coordination, when incorporating active methodologies, faces challenges related to initial resistance on the part of teachers, the need for constant training and the adaptation of traditional pedagogical practices. However, the research also highlighted several possibilities generated by this approach such as promoting innovation and creating more dynamic and participatory learning environments. It is concluded that, although the challenges are significant, active methodologies offer valuable opportunities for student development. Pedagogical coordination, by promoting an integrated and adaptive approach, plays a crucial role in the successful implementation of these practices in high school.
Educação científica por meio de projetos pedagógicos interdisciplinares utilizando mapas conceituais
(Universidade Federal do Vale do São Francisco, 2023-12-22) Cristo, Hélio Souza de; Vieira, Michelle Christini Araújo; https://orcid.org/0000-0003-1219-9304; https://lattes.cnpq.br/7328942697410231
O ensino de História e as metodologias ativas: um estudo sobre a inclusão de mapas mentais na Educação Básica
(Universidade Federal do Vale do São Francisco, 2023-12-22) Amado, Laura Carolline Fernandes Alves; Ribeiro, Marcelo Silva de Souza; https://lattes.cnpq.br/8173956727035676
Explorando a sala de aula invertida: tendências, desafios e impactos no ensino médio
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO (UNIVASF), 2024-01-11) Brito Pimenta, Normândia; Oliveira Takenami, Iukary; http://lattes.cnpq.br/8807094581250498
Gamificação como estratégia de engajamento: propostas e experiências metodológicas com crianças
(Universidade Federal do Vale do São Francisco, 2024-01-13) Silva, Gessiane da; Lima Neto, João Carlos de
Metodologia da problematização com o Arco de Maguerez: aplicação no processo de ensino-aprendizagem no curso de enfermagem
(Universidade Federal do Vale do São Francisco, 2024-01-12) Barbosa, Kalliny Mirella Gonçalves; Vieira, Michelle Christini Araujo; http://lattes.cnpq.br/8442673390360375
Higher education in the health area requires approaches aimed at reality and the contexts in which future professionals will be inserted, requiring changes in the teaching-learning process in order to embrace new pedagogical trends that are guided by the training of a critical professional -reflective. The use of active methods, such as the problematization methodology with the Maguerez Arc, is considered a unique strategy for effective learning based on observation of reality, scientific basis and elaboration of solution hypotheses to apply to the context in which the problems were identified. This is an experience report that aimed to present the contributions of the Maguerez arc in the training of nursing graduates based on the reflection of the problems identified during their experience as users of the Unified Health System. The proposal emerged from the discipline entitled “ Management of Health Systems and Services” offered by Faculdade Uninassau de Petrolina - PE, in the period between May and June 2023. The experience based on the pedagogical proposal of the five stages of the Maguerez arc, resulted in the realistic presentation of different hypotheses of solution developed to improve the practices of nursing teams at different levels of care in the Unified Health System. Given the above, it is understood that the application of the Maguerez arc in nursing graduation is a significant methodology for academics' learning from of theoretical-practical association, enabling the expansion of their understanding of active methodologies, considering the impacts of immersion in experience for the improvement of future health professionals.
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,
Metodologias ativas de aprendizagem na formação docente continuada para a promoção da educação especial na perspectiva da educação inclusiva
(Universidade Federal do Vale do São Francisco, 2024-02-23) Correia, Valdelice; Palácio, Maria Augusta Vasconcelos
As metodologias ativas de aprendizagem no Projeto Pedagógico do curso de Licenciatura em Ciências Sociais
(Universidade Federal do Vale do São Francisco, 2024-01-25) Pereira, Mailson; Vieira, Michelle; http://lattes.cnpq.br/9372845638085633; http://lattes.cnpq.br/1577803583311860
This article deals with the existence or absence of content and/or pedagogical guidelines based on active learning methodologies in the pedagogical project of the Degree in Social Sciences course at a Federal Public Higher Education Institution, located in Recôncavo Baiano, in the city of Cachoeira -BA, which offers teaching training in the areas of history, social sciences and visual arts. As methodological procedures, this study had a descriptive-explanatory nature, through documentary research, with the collection and analysis of the pedagogical project of the course in question on the official website of the educational institution. The collected data was subjected to content analysis. There was a low presence of content and/or pedagogical guidelines based on active learning methodologies, although in some parts of the documents and in the syllabuses of some subjects in the didactic-pedagogical axis there are contents that seem to come close to the concept of active learning . Finally, suggestions for continuing studies on this topic are indicated.
Metodologias ativas e protagonismo juvenil no ensino médio: as interferências no processo de aprendizagem
(Universidade Federal do Vale do São Francisco, 2023-12-20) Souza, José Henrique Aquino de; Ribeiro, Marcelo Silva de Souza; https://orcid.org/0000-0003-1196-7383; http://lattes.cnpq.br/8566377803271737; https://orcid.org/0000-0003-0528-0948; http://lattes.cnpq.br/4452482541556210
A lo largo del contexto histórico de la educación brasileña, percibimos cambios en los procesos metodológicos para atender a las nuevas especificidades de los discentes (sujetos autónomos y protagonistas). Ante esto, surgen las Metodologías Activas de Enseñanza y Aprendizaje las cuales ponen a los jóvenes en el centro del proceso educacional, por medio de métodos atractivos y reflexivos. Este trabajo tiene como objetivos destacar los nuevos paradigmas de la educación y los avances de la Tecnología de la Información y Comunicación (TIC); discutir los impactos de las Metodologías Activas en el proceso de enseñanza y aprendizaje y demostrar la relación de métodos activos con el protagonismo juvenil en la Enseñanza Media (EM), además de presentar una propuesta de actividad utilizando metodología atractiva en el 1º año. Como metodología, el artículo trae un estudio exploratorio a partir de trabajos ya realizados, como libros y artículos científicos sobre las Metodologías Activas y sus interferencias en el proceso educacional; sitios web – LDB comentada y algunas leyes (LDB, BNCC y CF). Como resultado final, el trabajo condujo a una discusión sobre los impactos de las Metodologías Activas en el proceso de aprendizaje y cómo eso se articula con el desarrollo del protagonismo juvenil en EM. Cuanto a las consideraciones finales, es importante destacar la relevancia de las discusiones aquí expuestas para la construcción de una educación más problematizadora y que atienda las reales necesidades de los alumnos del siglo XXI
Metodologias ativas e Psicologia: uma análise crítica por meio dos Projetos Pedagógicos dos Cursos
(Universidade Federal do Vale do São Francisco, 2024-01-09) Emanoela Souza Lima, Emanoela; Raphaela Vasconcelos Gomes Barreto, Raphaela; http://lattes.cnpq.br/4617213714835536; http://lattes.cnpq.br/1759587186057418
With the social, cultural, economic, political and technological changes during the last decade, significant social transformations took place in people’s lives. This process made it necessary to change the healthcare professionals' training. Thus, when we talk about the training of psychologists, one of the challenges presented is the overcoming of a curriculum reduced to a list or "grid" of disciplines. The objective of this study was to analyze how the Psychology courses have inserted in their curricula the teaching-learning active methodologies. A documentary research was carried out, seeking to analyze the Pedagogical Projects of the Courses (PPCs). From the 20 federal universities in the northeastern territory, 12 institutions offer the Psychology course. In the category of state universities, of 14 institutions, seven offer the Psychology course. From the reading and analysis of the PPCs, specifically the dimensions Methodology, Evaluation Systems and the Curricular Organization it was possible to note that most of the federal and state universities of the Northeast guide their methodologies in a traditional teaching perspective. In addition, the courses are organized having a Common Core with compulsory subjects and presence of prerequisite, an aspect that most often translates a rigid and inflexible curriculum from the point of view of the dynamicity that the disciplines themselves propose in their menus. It is considered, therefore, that the analysis of PPCs assists in understanding that, for the most part, the curricular propositions are in lag or aligned with traditional models of teaching. This reveals that the Psychology curricula need to renew their proposals so that the development of the skills and competencies of future professionals meet the complexity of the fields of action.
Metodologias ativas no ensino de libras para o século xxi: avanços e desafios
(Universidade Federal do Vale do São Francisco, 2024-01-15) Costa, Kleber; Ribeiro, Marcelo Silva
This academic work seeks to present reflections on how professional Libras teachers can rethink their pedagogical practice so that new proposals can be implemented in the academic-school space using of active methodologies. It seeks to present reflections on how professional Libras teachers can rethink their pedagogical practice so that new proposals can be implemented in the academic-school space. The objective is to reflect on the advances and challenges of Libras in the inclusion of deaf students, the training of teachers in learning this language, as well as knowing how to value a different culture. To this end, a bibliographic study was carried out on documents already published and based on scholars such as Hall (2006) and Perlin (2002 and 2013) in the debate on deaf identity, Morán (2015) addressing new pedagogical practices, Costa (2022) bringing the importance of technology to the deaf community and Strobel (2013) remembering the difficulties that deaf people have gone through in their history, among others. The article highlights the importance of the teacher rethinking his role no longer as a holder of knowledge, but rather as a mediator of the knowledge that each student brings with them. The student, in turn, stops being a mere spectator and becomes a protagonist in the learning process. It is important to think that for the 21st century, respect for individual differences and specificities is fundamental. There are great challenges faced, such as the lack of preparation of education professionals in terms of knowledge about the importance of Libras and deaf culture and the lack of teaching materials in Libras, leading teachers to seek solutions adapted to their reality. It also talks about the importance of technology in the teaching process for deaf people, since through digital tools – which emphasizes the visual issue – this should be used as a means to obtain new knowledge. The article concludes by emphasizing the importance of promoting inclusion and makes us question our role as educators in the 21st century.
Metodologias ativas no ensino superior a distância: reflexões para a atuação docente
(Universidade Federal do Vale do São Francisco, 2023-12-19) Almeida, Denise Dias; Svedese, Virgínia Michelle; http://lattes.cnpq.br/0785386178204155; https://orcid.org/0000-0001-7844-3336; http://lattes.cnpq.br/8467233306580274
Active teaching-learning methodologies are collaborative strategies that enable greater interaction between educators and students, assisting students in time management, autonomy, creativity, and learning. Both are protagonists in this teaching and learning process that occurs in different teaching modalities, including distance education. With the purpose of analyzing productions about active teachinglearning methodologies in higher education in the distance learning modality, a narrative review of articles published in peer-reviewed academic journals was conducted, considering the last five years (2019 to 2023). As a result, five research articles that employed active teaching-learning methodologies in higher education distance learning were selected. Regarding the studies, one applied the Maguerez Arch, one used mind mapping, two employed gamification, and one combined gaming and concept mapping. All undergraduates were from teaching courses, except in study 2, which combined students from teaching and bachelor's courses. Of the five studies, three took place in public institutions and two in private institutions, and all conducted feedback questionnaires, except for study 2, which used selfreporting, and study 4 combined self-reporting and a questionnaire. Two studies also used forums for interaction between educators, tutors, and students. Regarding the role of educators as attractors and guides, the studies examined here showed that it is plausible to execute the methodologies in a procedural manner. In addition to promoting autonomy and learning, active teaching-learning methodologies demonstrate the three movements of learning: individual, group, and guided, confirming the feasibility of active methodologies in higher education distance learning.
Metodologias ativas no processo de ensino e aprendizagem
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-09) França, Adson; Andrade, Paula; Ferreira, Paulo; 7748368111505299; http://lattes.cnpq.br/7748368111505299
Possibilidades, desafios e limitações do uso de exergames nas aulas de Educação Física no ensino médio: uma revisão de literatura
(Universidade Federal do Vale do São Francisco, 2023-12-21) Santos, Lorrany da Rosa; Menezes, Thiago de Carvalho; Svedese, Virgínia Michelle
Exergames are classified as electronic games that promote the virtualization of real movements performed by their users throughout their practice. When compared to traditional video games, Exergames promote a greater energy demand as they allow the player to experience a motor experience and physical effort similar to conventional physical exercise. In this sense, Exergames have been presented as a tool that can contribute beneficially to encouraging students' active lifestyles. Therefore, the present study sought to carry out a bibliographic survey on studies that use gamification through the use of Exergames as an active teaching methodology during Physical Education classes in high school, in addition to understanding the main challenges and limitations of using gamification. through Exergames in Physical Education classes for this age group. To this end, the guiding question that sought to be answered during the course of this investigation was: what are the possibilities, challenges and limitations of using gamification through Exergames as an active methodology in Physical Education classes in High School? The study was carried out in the following databases: Scielo, Lilacs, Elsevier and Pubmed, and in the end 5 studies were included. It can be seen that studies on the use of Exergames in high school classes are scarce. The main challenges are linked to the lack of infrastructure, interest and quantity of equipment available for its applicability. However, Exergames can contribute to the development of motor coordination, socialization, respect, collectivity, companionship and other aspects in students' lives.