SEAD - Secretaria de Educação a Distância

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/169

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Navegando SEAD - Secretaria de Educação a Distância por Assunto "Active methodologies"

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    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
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    A importância e as contribuições das metodologias ativas na educação pública
    (2023-12-26) Mota, Rosalena Barbosa; Takenami, Lukary Oliveira; http://lattes.cnpq.br/2849903930712355
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    O uso das Metodologias Ativas na formação de graduandos em saúde para atuação no Sistema Único de Saúde: uma pesquisa bibliográfica
    (Universidade Federal do Vale do São Francisco, 2024-01-27) Santos, Bárbara; Espíndula, Daniel; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; https://orcid.org/0000-0001-7426-3311; http://lattes.cnpq.br/6610429726044496
    This work aims to analyze the discussions in the scientific literature about the use of Active Methodologies in the training of health graduates to work in the Unified Health System. This is bibliographical research on the topic “The use of Active Methodologies in the training of health graduates to work in the Unified Health System”. The search was carried out in November 2023, in the SciELO database, under inclusion criteria: the materials needed to be related to the objective of the research in evidence and be published with free access in the aforementioned database. The final sample consisted of 13 articles. Around 40% applied the Problematization Methodology – Arco de Charles Maguerez. Two studies did not focus on preparing students to work in the SUS. Thus, it highlights the need for pedagogical work that stimulates an educational process in health centered on the holistic view of care, recommended for care in Care Networks and, above all, public and quality care.
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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.