SEAD - Esp. em Metodologias Ativas de Ensino Aprendizagem - TCC Especialização

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    Metodologias ativas no processo de ensino - aprendizagem no ensino fundamental i (anos iniciais)
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-18) Rodrigues, Nájila Roberta dos Santos; Barreto, Ivan Martins; http://lattes.cnpq.br/2123763139163964; http://lattes.cnpq.br/9345440399789682
    Active methodologies gained prominence in the educational sphere and brought transformations to the role of the teacher in the classroom, as the student became the builder of their own knowledge. Therefore, this work aimed to analyze the contributions of applying active methodologies in the teaching and learning process in the early years of elementary school. The study focused on understanding the teacher as a mediator and the possible active methodologies used in the learning process. Based on the qualitative method, using a bibliographical approach, followed by the analysis of data found on the topic. Some authors researched on the topic were: Berbel (2011), Freire (2000), Moran (2008), Moreira (2012), Rego (2011), Souza (2003), among others who contributed to the construction of the article. Therefore, it is concluded that active methodologies properly worked on in elementary education I contribute significantly to student learning, and the need for planning by the teacher who has come to be identified as a mediator in the teaching and learning process, since, the student is the protagonist in the production of knowledge.
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    Modelagem e realidade aumentada: contribuições na aprendizagem da geometria no ensino fundamental ii (anos finais)
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-19) Máximo, Alexandro Santos; Barreto, Ivan Martins; 0000-0001-7389-0006; http://lattes.cnpq.br/2123763139163964; https://orcid.org/0009-0000-1444-6466; https://lattes.cnpq.br/5426443150916910
    Notably, learning geometry in the educational context faces significant challenges, since abstract concepts are not easily understood by students and the practical application of these concepts may seem distant. However, technological and methodological advances offer new perspectives to address these challenges in an innovative and effective way. In this sense, the integration of active methodologies through mathematical modelling and augmented reality emerges as a promising approach to improving the teaching of geometry. Therefore, this work aims to evaluate the contributions of mathematical modelling and augmented reality in the process of teaching and learning Geometry, in Elementary School II classes – final years of the Municipal Network of Ipecaetá –Bahia. Therefore, we seek to analyse the conceptions and understanding about the use of active methodologies and the difficulties encountered when using methodologies in teaching geometry. Thus, the research is characterized as qualitative and exploratory and the method involves the concepts of collaborative research as it will involve the collaboration of mathematics/geometry teachers at the school unit. The mapped responses were analysed based on a methodological framework outlined by Blum and Leiss (2007), Bortoni-Ricardo, (2011),Proetti, (2017). Given the results found, it was realized that schools still need to adapt to constant technological advances. Furthermore, the application of technologies in a local context can bring direct benefits to the school community: students and educators, opening up opportunities to reduce educational inequalities, ensuring that everyone, regardless of where they are or available resources, has access to an education high-quality. By making geometry teaching more engaging and meaningful,these technologies have the potential to stimulate student motivation and engagement,creating an environment conducive to effective and lasting learning. We hope that thiswork can contribute in some way to overcoming these difficulties, being an initial step towards promoting other research that will contribute to improving this reality.