Dissertações em Criatividade e Inovação em Metodologias de Ensino Superior (Mestrado) - PPGCIMES/NITAE
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Navegando Dissertações em Criatividade e Inovação em Metodologias de Ensino Superior (Mestrado) - PPGCIMES/NITAE por Orientadores "ARAÚJO, Marcus de Souza"
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Item Acesso aberto (Open Access) Aprendizagem baseada em projetos mediada pelo uso de WebQuest na formação inicial de professores de língua inglesa(Universidade Federal do Pará, 2024-03-20) MARTINS, Tania Cristina Silva; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879The professional development of pre-service English language teachers plays a fundamental role in the context of contemporary Brazilian education, such as, for example, in preparing future teachers for the development of lifelong learning skills, namely, good communication, critical thinking, digital literacy, among others, just to name a few. Such teacher development can help the teacher to better identify, critically and reflectively, the needs and interests of students, and enable personalized learning, through each student's life projects. Therefore, this research aimed to present an educational process based on project-based learning (PBL), mediated by the use of WebQuest, for pre-service English language teachers. Grounded in the principles of the qualitative research approach and using the action research method, the educational process, entitled “WebQuest: project-based learning in English language teaching”, was planned, applied and evaluated in the context of the degree subject “Technologies in the teaching and learning of foreign languages”, in the English language teaching major, at the Faculty of Modern Foreign Languages (Faculdade de Letras Estrangeiras Modernas - FALEM), at the Federal University of Pará (Universidade Federal do Pará - UFPA). The results of the evaluation of the educational process demonstrate its effectiveness in contributing to the pre-service English language teachers' professional development, by creating conditions for meaningful learning about PBL, mediated by the potential of WebQuest, both as a technological resource and as a methodology. It should be noted that this educational process was evaluated by student-participants in the research and by expert teachers. Furthermore, by integrating PBL and WebQuest, the educational process gained aspects of innovation and replicability. It is concluded that this research can contribute to the advancement of knowledge in the field of study of PBL in the Brazilian context of teaching and learning the English language, with regard to curricular integration, teacher development and the incorporation of digital technologies in PBL.Item Acesso aberto (Open Access) O design de oficina pedagógica para o uso de podcast como material midiático-educacional para alunos do curso de Licenciatura Letras-Língua Inglesa(Universidade Federal do Pará, 2025-02-21) ROSA, Emanuelle Oliveira; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879Digital information and communication technologies (DICTs) have significantly transformed education, requiring teachers to integrate technological resources into their teaching practices. Given this scenario and the growth in podcast consumption, this research investigates the potential of this digital media as a media-educational resource in the initial training of English language teachers. This research is based on three axes: pedagogical workshops, podcasts from a digital media perspective and podcasts in teaching and learning. The following authors make up the theoretical framework of this dissertation on the axis of pedagogical workshops: Barros, Souza and Machado (2023), Cardoso et al. (2017), Fava (2024), Franco (2016), Freire (2021), Jesus and Ribeiro (2021), Lopes (2009), Piaviani and Fontana (2009), Santos et al. (2022) and Silva (2009). For the podcast axis from a digital media perspective, the authors are: Aguiar in Maciel (2014), Barbosa et al. (2008), Bontempo (2021), Buckingham (2022), Edirisingha and Salmon (2009), Kenski (2008), Matias (2020), Oliveira and Lacerda (2023) and Resultado Global (2023). Under the podcasts in teaching and learning axis, the authors are: Andrade (2023), Barreto (2023), Barros, Souza and Machado (2023), Brasil (2018), Buckingham (2022), Fava (2024), Kenski (2003), Malheiro et al. (2023), Marcon et al. (2021), Matias (2020), Saidelles (2020), Soares (2017) and Souza-Neto and Mendes (2017). The overall aim of the study is to present an educational product aimed at designing a pedagogical workshop to foster reflective and active practices in English language teaching through podcasts. The overall aim of the study is to present an educational product aimed at designing a pedagogical workshop to foster reflective and active practices in English language teaching through podcasts. The specific objectives include the systematic organization of the workshop modules, the promotion of reflective and active practices in teacher training and the contextualization of theoretical and practical knowledge for the praxis of the teacher in training. The methodology adopted followed a qualitative approach, using the case study as the main method. For data collection, questionnaires were administered to the participants of the pedagogical workshop, as well as a bibliographical survey on the use of podcasts in education. The pedagogical workshop was structured into seven modules, covering everything from basic concepts to recording and producing podcasts, totaling 25 hours of activities, 18 hours of which were face-to-face and 7 hours asynchronous. The educational product was validated in two stages: through questionnaires answered by the workshop participants and by a panel of experts in English teaching and digital technologies. The results indicate that the pedagogical workshop contributed significantly to the development of teaching skills, broadening the understanding of the use of podcasts as a media-educational resource. Data analysis revealed that the experience of creating and evaluating podcasts provided an interactive and collaborative environment, favoring the autonomy of future teachers. In addition, the experts on the panel confirmed the relevance and applicability of the educational product in question, highlighting the relevance of the approach adopted. We conclude that the pedagogical workshop developed fulfills its purpose of integrating podcasts into English teaching, promoting innovative and reflective practices in initial teacher training. As such, this research contributes to expanding the pedagogical repertoire aimed at teacher training, strengthening the dialog between digital media and language teaching.Item Acesso aberto (Open Access) Formação Continuada On-Line para Professores de Língua Inglesa da Educação Básica do Estado do Pará: BNCC e Cultura Digital(Universidade Federal do Pará, 2023-07-04) ESPÍRITO SANTO, Cleide Oliveira do; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879In The new national curriculum guidelines based on the National Common Core Curriculum (BNCC) have changed, and teachers in Basic Education need ongoing training in digital competence. This research examines the formative guidelines focused on Digital Culture competency. With preliminary studies completed, the goal is to develop and offer an online extension course for the continued professional development of English language teachers in the state basic education network of Pará, with a focus on digital culture. To accomplish this, a partnership has been established between Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão (NITAE2), an academic unit of PPGCIMES, and the Center for the Training of Basic Education Professionals of the State of Pará (CEFOR-PA), which enables the development of a pilot version of the I-TEACH Course. Course activities were conducted using the AVACEFOR asynchronous platform, managed by SEDUC-PA, for synchronous meetings. As part of the theoretical and methodological foundation of the course, the BNCC was used in conjunction with the guidelines in the National Base (2017, 2018), the European Framework for Digital Competence for Educators (LUCAS; MOREIRA, 2017), and authors such as Redecker (2017). Using the action research method as a method of analysis, the study is qualitative in nature. By incorporating personal experiences from the researcher’s teaching career in SEDUC-PA, this approach reshapes her perspective on the challenges of implementing BNCC in a classroom setting. A methodological framework for the proposed course was provided by Filatro’s Instructional Design guidelines (2008, 2015, 2019), which outline five phases of course implementation: (I) analysis; (II) design; (III) development; and (IV) evaluation. The validation of the proposed educational product was carried out continuously through evaluations conducted by the participating teachers themselves, indicating satisfactory results in terms of implementation and formative experience. Notable outcomes of this research include: the development of an innovative proposal for a continuing professional development course for English language teachers in the state of Pará with a focus on digital culture; a product with replicability potential for other areas of knowledge; the creation of a formative path that maps the digital culture of the BNCC to the progression areas of DigCompEdu; and the promotion of digital culture in remote contexts in Pará.Item Acesso aberto (Open Access) Método PLAN - Mapping, Writing, Learning: uma proposta de ensino de gêneros acadêmicos para alunos de Letras-Língua Inglesa(Universidade Federal do Pará, 2022-07-12) MESCOUTO FILHO, Rinaldo de Souza; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879Writing is a challenging and fundamental practice in the university context that must be part of the repertoire of students and researchers. This challenge becomes greater when writing in a foreign language, as is the case of undergraduate students in English Language and Literature at the Federal University of Pará (UFPA), campus Belém. If written production in English plays an important role in the growth of the university in general, for students in this area of concentration it is an essential practice that demands knowledge of both the English language and the social practices permeated by writing in the academic context (BARTON; HAMILTON, 2000; BARTON, 1994; GEE, 2008; LEA; STREET, 2006; STREET, 2014, 2010). Given this, this thesis aims to propose a method of teaching academic writing, called PLAN - Mapping, Writing, Learning, focusing on the genres summary and review, and with the use of mind maps. The proposed activities were based, in addition to the literacies theories, on the movements and steps suggested in the socio-rhetorical theories of discourse genres (BAZERMAN, 2005, 2006; BHATIA, 1993; MILLER, 1984; SWALES, 1990). The PLAN method seeks to assist students in the development of academic writing and literacy as well as providing opportunities to identify genre characteristics and rhetorical organization, organize ideas to start the writing process, and use the specific vocabulary and style of academic texts in English. An interactive e-book was created to encompass the activities of the PLAN containing links to videos, websites, and applications to assist students in their learning. The PLAN method and the interactive e-book were validated by an Expert Panel, which gave a favorable opinion, considering the material as a creative and quality educational process and product. The implementation of this method can stimulate the discussion of the processes that involve the development of academic writing and facilitate the understanding of the functions of academic genres in the university.Item Acesso aberto (Open Access) Oficina de curadoria para o ensino de línguas estrangeiras(Universidade Federal do Pará, 2022-07-19) MONTEIRO, Eliene Botelho; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879This research entitled Applications curation workshop for the teaching of foreign languages consisted in the development of an educational product resulting from a workshop given to undergraduate students in English Language and Literature from Faculdade de Letras Estrangeiras Modernas (FALEM), at Federal University of Pará (UFPA) – Belém campus, studying the subject Technologies in the Teaching/Learning of Foreign Languages. The Workshop consisted of six stages, which were later validated by a Panel of Experts. This Panel comprised two teachers trained in the area of teaching and learning English, training teachers of English and technologies in teaching and learning in the target language. The research was based on studies of digital curation in the educational context (NESBIT, BELFER, LEACOCK, 2009; CORRÊA, BERTOCCHI, 2012; RAMOS, 2012; SILVA, 2012; CASTILHO, 2015; DESCHAINE, SHARMA, 2015; among others); technologies in the teaching and learning of foreign languages, citing the works of Gardner and Davis (2014), Chen (2016), Nunes e Bergmann (2019), Araújo (2020), Al-Sarf (2020), Scheifer and Rego (2020), Policarpo, Nunes e Bergmann (2020), among other authors; and in digital competences from the recommendations of the Council of the European Union (2018), specifically, the competences arising from The European Framework for Digital Competence of Educators (DIGCOMPEDU), prepared by Redeker and Punie (2017). To analyze the data generated from the educational product, qualitative and quantitative approaches were used, following the principles of action research. The results reveal that it is possible to use applications that were not designed for educational purposes from theoretical-practical discussions on the themes of curation of digital educational resources, mobile learning, and authentic material, followed by an application evaluation matrix and planning of activities classes. Furthermore, the results also point to the need to expand reflective and critical discussions for the selection and evaluation process of curatorship of digital educational resources in initial foreign languages training courses.Item Acesso aberto (Open Access) Oral Skill Development Assistant (O.S.D.A.): conjunto de atividades com o uso do Voicethread para o desenvolvimento da produção oral para alunos de licenciatura em letras-língua inglesa(Universidade Federal do Pará, 2021-08-05) TORRES, Rayza Cristina Bahia; ARAÚJO, Marcus de SouzaThis research aimed to develop an educational product to help students of the English Language II discipline, from the major in Languages–English Language, at the Faculty of Modern Foreign Languages, Federal University of Pará, to develop oral skills in the target language. The product named Oral Skill Development Assistant (O.S.D.A.) presents eight proposals for activities based on the communicative approach, planned on the VoiceThread platform and validated by an Expert Panel composed of two professors from the area of teaching and learning. The theoretical framework is based on the concepts that permeate the teaching and learning process in a foreign language (ELLIS, 1998; ALMEIDA FILHO, 1998; MICCOLI, 2011; among others), in the theories of language acquisition (CHOMSKY, 2006; VYGOTSKY, 2007; MIZUKAMI, 2013; among others), in the communicative approach (NUNAN, 1989; BROWN, 2001; LEFFA, 2016; among others), in oral production in English (DÖRNYEI; SCOTT, 1997; HEDGE, 2001; GOH; BURNS, 2012; among others), in technologies in the teaching and learning process (KENSKI, 2007; BRAGA, 2013; MCQUIGGAN, 2015; among others) and, finally, in the use of the VoiceThread tool (BUSH, 2009; FADINI, 2014; ADELL, 2021; among others) The research, of a qualitative nature, has the case study methodology (SAMPIERI, 2013; CRESWELL, 2014; COSTA; LOPES, 2015; among others). Data were generated through oral records of student interactions with the VoiceThread tool from the performance of the proposed activities, two questionnaires - one applied at the beginning of the course and another at the end, both for students, and the evaluation of the product by the two teachers in the Expert Panel. The results show that the five research participants were able to improve their oral practices in English through the use of the VoiceThread tool and the feedback received from the researcher. The results also reveal that the Expert Panel indicated the need to make adjustments regarding the context of some activities, which was met. The educational product proved to be relevant as an integrating element to the English Language II discipline for students to practice their communicational development.Item Acesso aberto (Open Access) Tell me a story!: jogo de cartas digitais para o desenvolvimento da comunicação oral em língua inglesa no ensino superior(Universidade Federal do Pará, 2022-05-26) CRUZ, Ana Paula Viana Dias; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879This thesis aims to develop the game Tell me a story! as the Professional Master's project in Teaching in Creativity and Innovation in Higher Education Methodologies Graduate Program at Federal University of Pará (UFPA). This digital game is a resource that aims to foster oral communication of either English students from English Language and Literature Courses or other educational contexts, such as basic education. The research has its methodological foundation in Design Thinking approach (CAVALCANTI; FILATRO, 2016) and Game Design approach (ROLLING; ADAMS, 2003; MITGUTSCH; ALVARADO, 2012; SCHELL, 2015) and it presents a qualitative, exploratory and descriptive approach. It was carried out in the Língua Inglesa II course, in the English Language and Literature Course at Federal University of Pará, Belém campus, during remote teaching format. The research participants were 20 (twenty) students, of which only 3 (three) of them completed all the stages of the game development. The educational product (game) was validated by a Panel of Experts, which was composed of two invited experts on instructional material development for virtual learning environments and on English Language Learning and Teaching. Each of them has experience in one of the fields applied in this study as the validation criteria. From the testing and validation stages, Tell me a story! showed to decrease language communication tension due to its playful features; it fostered vocabulary related to everyday life, thus encouraging students to communicate orally about familiar subjects; it promoted the interaction between students of different language skills; and it allowed students to be protagonists, autonomous and decision-makers about their own strategies in the game and in their oral narrative building. Thus, this master’s thesis and the educational game developed from it contribute to pre-service and in-service English teachers and teachers from other educational contexts, who aim to design and apply digital games in their classroom through Design thinking e Game design due to foster oral communication in the target language. In this sense, the potential to create educational and pedagogical alternatives belongs to all educators.