Navegando por Assunto "Metodologias ativas"
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Item Desenvolvendo aulas ativas para uma apredizagem significativa: um novo olhar na educação superior(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-03-02) Feitoza da Silva, Franciene; Espíndula, Daniel D. H. P; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; http://lattes.cnpq.br/2558683722713654The present work deals with an experience report, through the use of padle, whose allows participation and interaction to occur instantaneously. Padlet promotes the role of the students, who become the authors of the discussions, raising doubts, solutions, curiosities and dialoguing with other classmates under the guidance of the teacher. The general objective of this study was to analyze the use and influence of the use and influence of Information and Communication Technologies (ICTs) aimed at higher for higher education in a higher education institution (HEI), comprising an experience report focusing on the PADLET tool. The methodology different strategies in two higher education classes, a degree in pedagogy and geography. pedagogy and geography. As for the results, the view of the community and the the community and the neglect of public health, in many posts and images made on the digital platform Padlet. We saw that it is possible to make learning more meaningful when we choose information that means something to us, which is very much present in the information inserted in the map. With this, it was concluded that this study raised the level of meaningful learning among the students during the discussion. used to slow down and observe problems and solutions, the platform allows platform allows classmates to comment on each other's posts, allowing for a light and succinct interactionItem Explorando a sala de aula invertida: tendências, desafios e impactos no ensino médio(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO (UNIVASF), 2024-01-11) Brito Pimenta, Normândia; Oliveira Takenami, Iukary; http://lattes.cnpq.br/8807094581250498Item A implementação da aprendizagem baseada em projetos (ABP) no ensino de matemática: uma análise crítica do cenário educacional brasileiro(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Borges, Raiane; Espindula, Daniel; http://lattes.cnpq.br/4969874722430221This Problem-Based Learning (PBL) study was developed by the Postgraduate Program - Specialization in Active Methodologies at the Federal University of the São Francisco Valley. Its main objective was to conduct a bibliographical analysis of the impact of project-based active methodologies on the development of mathematics teaching in Brazil. This Project-Based Learning (PBL) work was developed by the Graduate Program - Specialization in Active Methodologies, of the Federal University of Vale de São Francisco, and aimed to analyze bibliographically the effect of the implementation of project-based active methodologies on the development of mathematics teaching in Brazil. Given that the implementation of active project-based learning methods affects the teaching of mathematics in Brazilian educational institutions, this research emphasizes the strengths of the methodology, its essential elements, and its implementation. To underscore the importance of PBL in mathematics education, a review of pre-selected articles describing the essential state of the art is provided to facilitate an understanding of project-based learning implementation. This methodology is led by institutional mathematics educators at various stages of the teaching-learning process. Therefore, the scientific methodology of this research is exploratory, and articles selected from the Scielo database were limited to the years 2010 to 2023. The keywords used in the database were: "Mathematics teaching, PBL, active methodology, Problem-Based Learning, mathematics, education, Brazil, education." In conclusion, as an exploratory study, this article aims to establish preliminary and reflective information on the subject and determine the current educational scenario in Brazil.Item 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/9218832533350792Item Metodologias ativas de aprendizagem em geografia para o ensino médio integrado: desafios e experiências(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-11) Santos, Eline Almeida; Takenami, Iukary Oliveira; http://lattes.cnpq.br/3865207523600698In contemporary times, we observe a school institution deeply rooted in a traditional pedagogical approach, where practices fail to stimulate active student participation and are disconnected from the surrounding reality. This context often leads to the perception of Geography as a mundane and distant subject in basic education. The pursuit of pedagogical practices centered on individual peculiarities, autonomy, and critical reflection emerges as a response to provide active and meaningful learning, aiming to overcome these challenges. The study, presented as an experiential report, is based on the experiences of an educator in the context of basic education, focusing on Geography, during the years 2022 and 2023. Developed through qualitative and descriptive research, the study went through four distinct phases: literature review, sample definition, teaching laboratory with photographic documentation, and systematization and analysis of experiences. The diverse methodological strategies applied resulted in significant interaction among groups, improvement in knowledge, overcoming challenges, and integration of theory and practice, fostering student protagonism and culminating in an enhancement in performance, reflected in high approval rates. Finally, it is emphasized the importance of balancing traditional and innovative approaches in pedagogical practice,Item Metodologias ativas e Psicologia: uma análise crítica por meio dos Projetos Pedagógicos dos Cursos(Universidade Federal do Vale do São Francisco, 2024-01-09) Emanoela Souza Lima, Emanoela; Raphaela Vasconcelos Gomes Barreto, Raphaela; http://lattes.cnpq.br/4617213714835536; http://lattes.cnpq.br/1759587186057418With the social, cultural, economic, political and technological changes during the last decade, significant social transformations took place in people’s lives. This process made it necessary to change the healthcare professionals' training. Thus, when we talk about the training of psychologists, one of the challenges presented is the overcoming of a curriculum reduced to a list or "grid" of disciplines. The objective of this study was to analyze how the Psychology courses have inserted in their curricula the teaching-learning active methodologies. A documentary research was carried out, seeking to analyze the Pedagogical Projects of the Courses (PPCs). From the 20 federal universities in the northeastern territory, 12 institutions offer the Psychology course. In the category of state universities, of 14 institutions, seven offer the Psychology course. From the reading and analysis of the PPCs, specifically the dimensions Methodology, Evaluation Systems and the Curricular Organization it was possible to note that most of the federal and state universities of the Northeast guide their methodologies in a traditional teaching perspective. In addition, the courses are organized having a Common Core with compulsory subjects and presence of prerequisite, an aspect that most often translates a rigid and inflexible curriculum from the point of view of the dynamicity that the disciplines themselves propose in their menus. It is considered, therefore, that the analysis of PPCs assists in understanding that, for the most part, the curricular propositions are in lag or aligned with traditional models of teaching. This reveals that the Psychology curricula need to renew their proposals so that the development of the skills and competencies of future professionals meet the complexity of the fields of action.Item O uso das Metodologias Ativas na formação de graduandos em saúde para atuação no Sistema Único de Saúde: uma pesquisa bibliográfica(Universidade Federal do Vale do São Francisco, 2024-01-27) Santos, Bárbara; Espíndula, Daniel; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; https://orcid.org/0000-0001-7426-3311; http://lattes.cnpq.br/6610429726044496This work aims to analyze the discussions in the scientific literature about the use of Active Methodologies in the training of health graduates to work in the Unified Health System. This is bibliographical research on the topic “The use of Active Methodologies in the training of health graduates to work in the Unified Health System”. The search was carried out in November 2023, in the SciELO database, under inclusion criteria: the materials needed to be related to the objective of the research in evidence and be published with free access in the aforementioned database. The final sample consisted of 13 articles. Around 40% applied the Problematization Methodology – Arco de Charles Maguerez. Two studies did not focus on preparing students to work in the SUS. Thus, it highlights the need for pedagogical work that stimulates an educational process in health centered on the holistic view of care, recommended for care in Care Networks and, above all, public and quality care.Item O uso de mapas mentais na Educação de Jovens e Adultos: relato de experiência(Universidade Federal do Vale do São Francisco, 2024-01-25) Macêdo Silva, Raquel Adelzina; Vieira, Michelle Christini Araújo; https://orcid.org/0000-0001-7771-5387; http://lattes.cnpq.br/9372845638085633; https://orcid.org/0009-0003-0727-4151; http://lattes.cnpq.br/0997890215437565Item Uso de metodologias ativas no processo de ensino aprendizagem em cursos de engenharia: revisão integrativa(Universidade Federal do Vale do São Francisco, 2024-01-31) Santana, Tamires Cordeiro; Souza, Thayssa Carvalho; Silva, Adriana Moreno Costa; http://lattes.cnpq.br/2774178793331631; Moreno, Thiago de Azevedo; http://lattes.cnpq.br/4905413810325333; http://lattes.cnpq.br/5879349527040555; http://lattes.cnpq.br/0371416357269710Active methodologies are teaching strategies that involve students in a participatory way, encouraging the active construction of knowledge. By adopting active approaches, educators can promote greater student engagement, encourage critical thinking, facilitate the practical application of knowledge, and promote interpersonal skills. Given the above, this article aims to investigate the use of active methodologies in engineering courses and their challenges during the implementation of the method. The phenomenon in question, that is, the adoption of active teaching methodologies, was analyzed due to the growing search for more effective and engaging pedagogical approaches in higher education, especially in fields as complex and practical as engineering courses. The integrative review examined and synthesized 15 articles that offered an analytical view of educational practices in engineering that incorporate active methodologies, highlighting the specific challenges that educators face when applying these teaching-learning methods. The results showed that the use of active methodologies in the engineering course presents specific challenges that require attention and adaptive strategies for effective implementation. One of the main challenges lies in the complexity of the technical content, characteristic of these disciplines. The theoretical and practical nature of engineering requires a pedagogical approach that integrates knowledge in an in-depth way, which can be challenging when employing active methodologies. The results of this study indicate that by recognizing and addressing the identified challenges, the university community can move towards more effective practices, preparing students not only with technical knowledge, but also with practical skills and an active and reflective approach to learning.