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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.
Aplicabilidades das metodologias ativas no ensino fundamental I: um relato de experiência
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-24) Cirilo, Carline Severo Andrade; Almeida, Debora Cristina Gomes de; Moreno, Thiago de Azevedo; Silva, Adriana Moreno Costa
Contemporary society has increasingly demanded training from subjects aligned with their multiple demands, in a scenario whose political, economic, technological, scientific and environmental changes are characterized by their accelerated fluidity. In this scenario, the school plays a crucial role in the education of the individuals immersed in it, capable of acting as protagonists and transformers of realities. In this sense, our research aimed to report experiences carried out with Elementary School I classes, obtained through the use of Active Methodologies as an innovative practice, using the licuri fruit, a native plant of the caatinga, inserted in the students' reality as a topic of discussion. The use of the Flipped Classroom and the Reflective Portfolio were intertwined and, through the application of these methodologies and, based on observations and records, data was collected. The results show that the adoption of these methodologies contribute greatly to the autonomous and reflective learning of students, in addition to requiring consistent planning from the teacher, respecting the context of the subjects involved and constant reflective practices to overcome challenges and achieve the proposed objectives.
Aplicação da aprendizagem entre pares: um relato de experiência
(Universidade Federal do Vale do São Francisco, 2024-01-31) Ferraz, Jamile; Vieira , Michelle Christini Araújo; http://lattes.cnpq.br/8764737957219458
The aim of this study is to apply the Peer Learning methodology in order to identify the potential and weaknesses of its use within the teaching-learning process, as well as its application and expected results in the classroom. Within a specific theme, 5 problems were proposed for group construction, addressing the proposal of pair-based learning. As a result, it is worth highlighting the formation of a student capable of evaluating and building their own future through a commitment to training, with a holistic and creative vision of the proposed theme. The study method adopted was the construction of an experience report.
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
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/8499882428670494
Science 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.
Contribuição da metodologia de ensino "aprendizagem entre pares" na alfabetização de alunos com defasagem idade - ano
(2024-02-14) Lessa, LuanaAlves
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/2850456934861292
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.
Desafios e possibilidades da coordenação pedagógica no trabalho com metodologias ativas no ensino médio
(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-10) Nascimento, Regiane da Silva do; FERREIRA, Paulo Emílio Botura; http://lattes.cnpq.br/2811224657299026; https://lattes.cnpq.br/6740942252374948
This article addresses the challenges and opportunities faced by pedagogical coordination when implementing active methodologies in the context of High School. Initially, the growing demand for innovative pedagogical practices and the need to adapt coordination to meet this requirement are contextualized. The central objective is to identify the challenges faced and the possibilities generated. The methodology used involved bibliographical research. The results of the research on the role of pedagogical coordination in working with active methodologies revealed a series of significant challenges and possibilities. In which, pedagogical coordination, when incorporating active methodologies, faces challenges related to initial resistance on the part of teachers, the need for constant training and the adaptation of traditional pedagogical practices. However, the research also highlighted several possibilities generated by this approach such as promoting innovation and creating more dynamic and participatory learning environments. It is concluded that, although the challenges are significant, active methodologies offer valuable opportunities for student development. Pedagogical coordination, by promoting an integrated and adaptive approach, plays a crucial role in the successful implementation of these practices in high school.
Desafios e possibilidades da psicopedagogia institucional na utilização de metodologias ativas para o processo de aprendizagem de estudantes do ensino médio
(Universidade Federal do Vale do São Francisco, 2024-02-15) Santos, Elisabete Reis Andrade; Santos, Cristiane Sousa; http://lattes.cnpq.br/1489167721694892
The psychopedagogue, in the school environment, deals with several challenging situations that involve the teaching and learning process and, therefore, needs to seek knowledge to create actions that allow identifying possible difficulties in the process of knowledge construction, respecting the singularities . In this sense, it is important to highlight that the role of the institutional psychopedagogue goes beyond identifying learning difficulties. He/she acts as an agent of transformation, guiding teachers in adapting pedagogical practices and creating dynamic learning environments. The partnership between educational psychologist and teacher is essential to overcome challenges and maximize the opportunities offered by active methodologies. The concern that motivated this study arose from the observation I carried out during my internship in Institutional Psychopedagogy. This research is anchored in a qualitative ap- proach, using bibliographical research as a methodological procedure. To select research references and theorists, Google Scholar databases were consulted. From the study, we realized the importance of psychopedagogy within the learning process, with this professional being assigned, among his/her functions, the role of catalyst for change and the active engagement of teachers, reaffirming how fundamental this partnership is to create a school environment that not only faces challenges, but also takes advantage of the possibilities to provide a more meaningful and inclusive education.
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, Iukary
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
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
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
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, Daniel
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/8807094581250498
Fofoca histórica: o jornal histórico como metodologia ativa de ensino e aprendizagem
(2024-02-17) Santos, Tiago Ferreira dos; http://lattes.cnpq.br/5180454057921564
This work, structured from an experience report, aims to indicate the historical newspaper as an active methodology. In order to diversify the existing possibilities within the repertoire of pedagogical actions that aim to promote student protagonism, we recovered an instrument used for years in classrooms, however, without further reflection on it and a systematization that makes it viable as a pedagogical resource to be popularized. From the practical report, the importance of the tool was verified to the point of being considered useful for teaching and learning relationships that focus on an active perspective and that goes beyond the limits of a specific school component.
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 de
Gamificação como ferramenta ativa de aprendizagem articulada com as cantigas de roda
(Universidade Federal do Vale do São Francisco, 2024-02-18) Pereira, Geane Gonçalves; Silva, Juliana G. da; https://lattes.cnpq.br/0157866181005145
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/4969874722430221
This 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.

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