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 "Aprendizagem ativa"

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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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    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.