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 69

O uso de metodologias ativas em escolas do campo: uma revisão bibliográfica
(Universidade Federal do Vale do São Francisco, 2023-01-30) Silva, Miria Araujo; Barreto, Raphaela Vasconcelos Gomes
Redescobrindo a História da Arte da Linha Férrea de Juazeiro a partir das Metodologias Ativas
(Universidade Federal do Vale do São Francisco, 2023-12-18) Oliveira, Ítalo; Martins, Mariana
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
Aprendizagem Baseada em Problema: relato de experiência em uma disciplina do curso de Empreendedorismo de um Projeto de Responsabilidade Social
(Universidade Federal do Vale do São Francisco, 2023-12-20) Nascimento, Jandiracira; Martins, Mariana
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.
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
Metodologias ativas no ensino de física e matemática: relato de experiência
(2023-12-22) Silva, Ueslei Alves da; Nogueira, Daniela Moreira
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
Uso de histórias em quadrinhos para o estudo do efeito fotovoltaico: relato de experiência
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2023-12-22) Leite, Rômulo Araújo; Pinto, Francisco Ricardo Miranda; http://lattes.cnpq.br/4537007059864888
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
Sala de aula invertida para o ensino da Educação Física: um relato de experiência
(Universidade Federal do Vale do São Francisco, 2023-12-26) Nascimento, Edjany; Takenami, Iukary Oliveira
Physical Education is a pedagogical discipline that addresses bodily expressions such as games, sports, dance, and gymnastics in the school context, forming an area of knowledge known as corporal culture. Teaching gymnastics requires the creation of stimulating learning situations for students to actively participate, such as the flipped classroom. Therefore, this study aims to describe the stages of the teaching-learning process of gymnastics in/from school through the flipped classroom and the didactic path for organizing a gymnastics festival. It is a qualitative descriptive study, a narrative of experience, experienced by an educator in the field of Physical Education during the third teaching unit of 2023, at an Integrated Technical High School located in Western Bahia. Almost unanimously, participation in the festival was characterized by joyful and enthusiastic behaviors, especially due to the integration of classes and courses in a colorful, festive, and musical space. On the other hand, some students exhibited a potential resistance to the theme, accompanied by feelings of shame and shyness. The results underscore the significance of active methodologies, such as the flipped classroom, in the context of Physical Education. Overcoming the traditional format of teaching and learning is essential, emphasizing the importance of innovative strategies to engage students more effectively. While the gymnastics festival generated overall enthusiasm, it also revealed emotional challenges for some students, emphasizing the need for sensitive and inclusive approaches in Physical Education instruction.
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.
Metodologias ativas no livro didático: uma avaliação sobre o LD de língua portuguesa e geografia adotado no PNLD 2024
(Universidade Federal do Vale do São Francisco, 2023-12-28) Alves, Rayanne Kelly de Oliveira; Cardoso, Valdinei Paulo; Moreno, Thiago de Azevedo; Silva, Adriana Moreno Costa
This text aims to build a reflection on the importance of using Active Methodologies in Textbooks as a tool for effective teaching and learning. Therefore, this resource often becomes responsible for the failure/success of students/teachers, being allies or villains. Hereby, it will use as a corpus one of the collections of textbooks that will be used by Brazilian public schools in 2024–2027, through the National Textbook Plan – PNLD. It is worth noting that this research will emphasize Portuguese and Geography textbooks. During the research, internal information (images) of the object of study will be brought in, in order to ratify the propositions established in this work. The problem of this study aims to understand, in addition to the use of active methodologies, the space that digital technologies such as QR Codes, links and film suggestions occupy in the textbook. Based on qualitative research with a bibliographic and documentary bias, the legal documents that rule the principles of education were also examined, as the National Common Curricular Base (BNCC) and the Bahia Reference Curricular Document (DCRB), which provide for the use of pedagogies that focus on the student and a digital culture. The conclusion of this study indicates that, although the new col- lection offers some suggestions for active learning, they are pragmatic and do not really follow the current student audience, who expect instant study tools and instruments and digital shortcuts that facilitate a macro understanding of social phenomena. In general, Textbooks still lack active methodologies/digital technologies that encourage scientific literacy and critical-reflective reasoning in students.
O uso da simulação para a aprendizagem da semiologia médica
(Universidade Federal do Vale do São Francisco, 2023-12-28) Silva Neto, Marinho Marques da; Santos, Eraldo Bispo dos; Barreto, Raphaela Vasconcelos Gomes; https://orcid.org/0000-0001-7195-9858; http://lattes.cnpq.br/4617213714835536; https://orcid.org/0000-0002-9728-7268; https://orcid.org/0009-0000-6551-8036; http://lattes.cnpq.br/5902997490005100; http://lattes.cnpq.br/3668689544954544
Metodologias ativas no ensino de ciências: uma revisão sistemática
(Universidade Federal do Vale do São Francisco, 2023-12-28) Dantas, Luiz Victor de Almeida; Fabrício, Carvalho da Silva
Science teaching has been based on the traditional model and it is urgent to change this model to active teaching-learning methodologies so that it is more aligned with the dynamics and transformation of this important area. In view of this question, the present work aims to search the literature for the use of active teaching-learning methodologies in Science and Biology in Brazil and abroad. To this end, a systematic review of the literature on the concept of active methodologies in the teaching of Science and Biology was carried out in the Web of Science (Main Collection – Clarivate Analytics), Scopus (Elsevier) and Google Scholar databases. The searches resulted in 10 articles. It was observed that most of the studies were conducted in Brazil (8) and two abroad. Of these studies, 60% were carried out in public schools, 60% with high school students, and the works were mostly published in 2021 and 2022. It is noted that the use of active methodologies is being done and in great variety, but the reports and experiences are not being published.
Levantamento bibliográfico sobre as metodologias ativas e suas contribuições no ensino de biologia
(2024-01-04) Santos, João Marcos; Martins, Erikson; http://lattes.cnpq.br/9218832533350792
A utilização das redes sociais digitais nos processos educativos
(Universidade Federal do Vale do São Francisco, 2024-01-04) Santos, Adriana; Martins, Erikson
O uso do facebook como proposta pedagógica para a aprendizagem do conteúdo caatinga no ensino de ciências
(Universidade Federal do Vale do São Francisco, 2024-01-06) Rodrigues, Jacinaldo João; Martins, Erikson de Carvalho; https://orcid.org/0000-0002-8578-817X; http://lattes.cnpq.br/9904794053180276
Estações dos saberes: um componente curricular em construção lastreado nas Metodologias Ativa
(Universidade Federal do Vale do São Francisco, 2024-01-09) Ribeiro, Luiz Carlos; Ribeiro, L. C. A.; Ribeiro, M. S. de S.; http://lattes.cnpq.br/8566377803271737; http://lattes.cnpq.br/0633589486938684
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

Navegar

Navegando SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem por Data de Publicação