Navegando 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.
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    Princípios das metodologias ativas de ensino-aprendizagem e desempenho acadêmico no ensino de Engenharia no Brasil
    (Universidade Federal do Vale do São Francisco, 2024-12-12) Melo, Felipe Guilherme de Oliveira; Barreto, Raphaela Vasconcelos Gomes; https://orcid.org/0000-0001-7195-9858; https://orcid.org/0000-0002-5339-5718; http://lattes.cnpq.br/1465107655751049
    The engineering education in Brazil has undergone changes regarding the didactic and pedagogical organization of the programs and the adoption of innovative teaching and learning methodologies. In this context, this study aims to assess how the use of active teaching and learning methodologies is related to the academic performance of engineering students within undergraduate programs offered by public Higher Education Institutions in Brazil. To achieve this goal, a quantitative research approach was employed, based on secondary data openly published by the National Institute for Educational Studies and Research Anísio Teixeira (INEP), within the scope of the National Higher Education Assessment System (SINAES). Data from 870 engineering undergraduate programs in Brazil were analyzed, including responses from 41,808 students who participated in the National Exam of Student Performance (ENADE), in 2019. Programs were grouped using the multivariate technique of cluster analysis, followed by classifying student’s responses according to the identified groups. Subsequently, a comparison was conducted using the Kruskal-Wallis test and the Conover-Iman post-test. The results revealed that programs with students exhibiting better academic performance (Group 1) are those highly rated in terms of active methodology principles, especially concerning (i) Problematization of the reality (H= 15,2324; p = 0,0000); (ii) Autonomy/Student as the protagonist of the learning process (H = 34,3068; p = 0,0000); and (iii) Professor's role as a mediator, facilitator, and activator (H = 85,364; p = 0,0000). The responses indicated that all courses have successfully implemented collaborative learning strategies through teamwork. We concluded that active learning contributes to academic performance, professional development, and the enhancement of the programs’ quality indicators. The results of this study underscore the significance of active educational methodologies in promoting learning in engineering undergraduate programs, guiding innovative policies and practical actions to enhance teaching quality.