Navegando por Assunto "Metodologias Ativas"
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Item Aprendizagem baseada em problemas (PBL) no ensino de ciências e biologia na educação básica: uma revisão sistemática com base na análise de dissertações e teses brasileiras(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-25) Santos, Elaine Fernanda dos; Martins, Erikson de Carvalho; http://lattes.cnpq.br/0733927428755194; https://orcid.org/0000-0003-4242-2431; http://lattes.cnpq.br/8499882428670494Science and Biology teaching has transformed in recent years, and demands of today's teaching and learning process have highlighted the importance of innovative strategies, approaches and methodologies. A Problem-based learning (PBL) is an active methodology that comes being used and studied by many researchers. Therefore, the objective general purpose of this study is to characterize research on Learning Based Problems (PBL) in the teaching of Science and Biology in basic education, within the scope of dissertation and theses research in the Brazilian context. Methodologically, we used a systematic literature review, following the PRISMA protocol. We found 17 dissertations that address the topic in the area. Based on In our analyses, we outline a general characterization of the studies, identifying that there are regions in evidence in the production of work in the area, with highlighting the Southeast region. Different theoretical-methodological perspectives were observed in discussions about PBL, in addition to the models used and adapted by the authors to meet the demands of the public in question. A combination of different strategies with PBL was another highlighted element by our analysis. Therefore, it is considered that other paths need to be explored in proposing new studies to disseminate and expand the potential of using PBL in teaching Science and Biology in education basic.Item As Metodologias Ativas como Práxis de uma Educação Antirracista(Universidade Federal do Vale do São Francisco, 2024-01-12) Hora, Heber; Palácio, Maria; https://orcid.org/0000-0002-2780-125X; https://lattes.cnpq.br/2941748984768609Item Desafios de aplicação da metodologia sala de aula invertida e perspectivas que facilitam a implementação(Universidade Federal do Vale do São Francisco, 2024-01-10) Pereira, Maria Vanuza; Silva, Fabrício Carvalho da; http://lattes.cnpq.br/2850456934861292Item Desafios na aplicação de metodologias ativas por docentes da educação básica: uma revisão narrativa(Universidade Federal do Vale do São Francisco, 2024-01-15) Farias, Pollyanna; Takenami, IukaryItem 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/8173956727035676Item Estudo sobre o uso de metodologias ativas nos cursos de engenharia elétrica do brasil(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Silva, Adriano; Espindula, DanielItem Gamificação como estratégia de engajamento: propostas e experiências metodológicas com crianças(Universidade Federal do Vale do São Francisco, 2024-01-13) Silva, Gessiane da; Lima Neto, João Carlos deItem A importância e as contribuições das metodologias ativas na educação pública(2023-12-26) Mota, Rosalena Barbosa; Takenami, Lukary Oliveira; http://lattes.cnpq.br/2849903930712355Item Metodologias ativas aplicadas à formação docente: um estudo teórico(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Souza, Jorge; Espíndula, Daniel; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; http://orcid.org/0000-0003-3359-0783; http://lattes.cnpq.br/9074241885932743This article proposes a discussion on ongoing teacher education, highlighting the use and mobilization of Active Methodologies as a central element in this process. The adopted approach involves a theoretical analysis of these methodologies, with an emphasis on their application to the continued education of teachers, based on academic works that link these two themes. The main scope of the research is focused on the effects of these changes on the professional practice of teachers. The study reinforces the importance and protagonism of the teacher's role in the teaching-learning process. However, there is an evident need to reassess this role, moving away from the subjectification as "banking educators" and, instead, affirming the need for a transition to a role as mediators and facilitators in the process of constructing school knowledge.Item Metodologias ativas e gamificação: alternativas metodológicas para ensinar matemática(Universidade Federal do Vale do São Francisco, 2024-01-13) Moreira, MarcilioM.N.; Nogueira, DianaD.R.; Neto, João J.C.L.Item Metodologias ativas na educação: concepções dialógicas no processo de emancipação humana(Universidade Federal do Vale do São Francisco, 2024-01-10) Tomaz, Carmita Luzia; Silva, Fabrício Carvalho da; http://lattes.cnpq.br/0469980466521136; https://orcid.org/0000-0002-3523-2827; http://lattes.cnpq.br/4012342102607545Education is a tool for social construction and transformation. It manages, through its emancipatory ideals, to lead subjects to freedom and, because of this, it is an object of interest for antagonistic groups in society, which, in the midst of the daily struggles for control of the masses, see the school, the teaching, the possibility of executing your projects. In this way, the development of educational practices that distance themselves from the alienation of subjects and bring them closer to emancipation through the acquisition of critical-reflexive skills are suggested as basic principles. In this attempt, active methodologies, characterized by work methods that position students as protagonists, active in their teaching and learning process, emerge as effective alternatives that maintain a close relationship with this emancipatory process. Therefore, this objective is to analyze and discuss the proximity between the concepts of active methodologies and emancipatory education in the promotion of human freedom, and appears as a qualitative research, with the aim of reviewing bibliographical productions that have the same object of investigation. In this sense, an education that allows access to the consolidation of human emancipation, capable of transforming the structural scenario made rigid by the discriminatory practices of strategic groups, is the horizon that we see and want to achieve every day.Item Metodologias ativas no ensino de libras para o século xxi: avanços e desafios(Universidade Federal do Vale do São Francisco, 2024-01-15) Costa, Kleber; Ribeiro, Marcelo SilvaThis academic work seeks to present reflections on how professional Libras teachers can rethink their pedagogical practice so that new proposals can be implemented in the academic-school space using of active methodologies. It seeks to present reflections on how professional Libras teachers can rethink their pedagogical practice so that new proposals can be implemented in the academic-school space. The objective is to reflect on the advances and challenges of Libras in the inclusion of deaf students, the training of teachers in learning this language, as well as knowing how to value a different culture. To this end, a bibliographic study was carried out on documents already published and based on scholars such as Hall (2006) and Perlin (2002 and 2013) in the debate on deaf identity, Morán (2015) addressing new pedagogical practices, Costa (2022) bringing the importance of technology to the deaf community and Strobel (2013) remembering the difficulties that deaf people have gone through in their history, among others. The article highlights the importance of the teacher rethinking his role no longer as a holder of knowledge, but rather as a mediator of the knowledge that each student brings with them. The student, in turn, stops being a mere spectator and becomes a protagonist in the learning process. It is important to think that for the 21st century, respect for individual differences and specificities is fundamental. There are great challenges faced, such as the lack of preparation of education professionals in terms of knowledge about the importance of Libras and deaf culture and the lack of teaching materials in Libras, leading teachers to seek solutions adapted to their reality. It also talks about the importance of technology in the teaching process for deaf people, since through digital tools – which emphasizes the visual issue – this should be used as a means to obtain new knowledge. The article concludes by emphasizing the importance of promoting inclusion and makes us question our role as educators in the 21st century.Item 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/9345440399789682Active 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.Item As redes sociais em uma perspectiva de metodologia ativa para o ensino de biologia: relato de experiência(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-30) Souza, Josiene Dias de; Pinto, Francisco Ricardo Miranda; https://orcid.org/0000-0003-0771-6266; http://lattes.cnpq.br/3045693095467045; https://orcid.org/0000-0003-1192-2708; https://lattes.cnpq.br/8431217155233302Item 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 OliveiraPhysical 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.Item Tecnologias da informação e comunicação como ferramentas de ensino Petrolina 2024(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-09) Da Costa, Bruno; Barreto, Raphaela Vasconcelos Gomes; http://lattes.cnpq.br/9675892816695898Item Transtorno do espectro autista (TEA) e o ensino - aprendizagem: uma análise da aplicação de jogos didáticos na escola de referência em ensino fundamental e médio(Universidade Federal do Vale do São Francisco, 2024-03-21) Souza, Damiana D. S.; Ribeiro, Marcelo Silva de Souza; http://lattes.cnpq.br/7755440245059784Item 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/4537007059864888Item 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 GomesItem 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