Dissertações em Criatividade e Inovação em Metodologias de Ensino Superior (Mestrado) - PPGCIMES/NITAE
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/12075
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Navegando Dissertações em Criatividade e Inovação em Metodologias de Ensino Superior (Mestrado) - PPGCIMES/NITAE por Orientadores "BORGES, Larissa Dantas Rodrigues"
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Item Acesso aberto (Open Access) Guia Digital Aflorar: reflexões e práticas para o fomento do bem-estar de professores de línguas em formação inicial(Universidade Federal do Pará, 2024-06-06) MENDES, Camila Rodrigues; BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148The aim of this research was to develop an educational product focused on the wellbeing of pre-service language teachers. As an English undergraduate student at the Federal University of Pará (UFPA), I have experienced many challenges and difficulties throughout my trajectory which have had an impact on my wellbeing and sparked my interest in investigating this topic. Wellbeing is a construct that emerges from the interaction between personal characteristics and socio-contextual factors in all areas of human life; the aim of this interaction is to find meaning and connection with the world (Mercer; Gregersen, 2020). Various factors contribute to promote a person's wellbeing and flourishing, such as positive emotions, engagement, relationships, meaning and achievement (Seligman, 2011). In this research, the educational product developed is the Aflorar digital guide, which aims to enhance the wellbeing of pre-service language teachers through reflections and practices that can help them find points of balance in favor of their wellbeing. As a theoretical framework, we draw on studies conducted by Borges (2024), Mercer (2021), Mercer and Gregersen (2020), Oxford (2016a, 2018, 2020), Seligman (2011), Sulis et al. (2021), among others. The methodology adopted was applied research with a qualitative approach involving English undergraduate students at the School of Modern Foreign Languages (FALEM), at the UFPA, located in Belém. Four questionnaires were used to generate data. In the conception stage, bibliographical research and research of guides on teacher wellbeing were carried out. To characterize the context, documentary research was conducted. And in order to direct the development of the Aflorar guide's resources, a questionnaire was applied in which nineteen participants collaborated, with the aim of getting deeper insights into the audience and their wellbeing related needs. The guide was tested, evaluated, and validated with ten participants along two in-person meetings and two meetings involving asynchronous activities. Among the results of this investigation, a positive impact on the participants' wellbeing was evidenced, favoring reflection, identification and understanding of emotions, an increased appreciation of positive experiences, as well as improved time management to prioritize activities that promote their wellbeing. In addition, the guide's resources provided a more positive outlook regarding the challenges faced by participants and facilitated the strengthening of positive relationships. We anticipate that the Aflorar digital guide will make a valuable contribution to the field of language teaching and learning while also positively influencing the wellbeing of pre-service teachers.Item Acesso aberto (Open Access) MY AUTONOMY PATH: Caminhos para a Autonomização de Aprendentes no Ensino Superior(Universidade Federal do Pará, 2023-12-21) BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148Starting the university journey is a challenge for most people. those entering academia are highly expected to be able to demonstrate autonomy when studying and carrying out their tasks and to take an active role in the academic community. However, autonomy is a dynamic and complex system, which interacts in different ways with the different learning subsystems, such as emotions and motivation; it is also a capacity developed throughout life, and involves advances, stability, and setbacks (Borges, 2019). English undergraduate students at the School of Modern Foreign Languages (Faculdade de Letras Estrangeiras Modernas - FALEM), at the Federal University of Pará (Universidade Federal do Pará - UFPA), Belém campus, have an advantage in this journey because they have in their pedagogical project the course “Learning to Learn Foreign Languages” (AALE), whose objective is to encourage first-year students to invest in their autonomy, through reflection and action. To contribute with practical resources for the development of learners’ autonomy in the AALE classes, this paper presents a proposal for an educational product, composed of five resources to promote autonomization, entitled “MAP – My Autonomy Path”. The development of MAP was based on the “Dynamic and Complex Model of Autonomy Development” (Borges, 2019), with particular emphasis on the autonomization movements identified by the author. The MAP educational product was developed as an editable e-book in .pdf format. The five resources aim to encourage reflection, management of learning through planning, active participation in university life, and self evaluation of this process. The MAP was applied with fifteen students from the AALE morning class, who used the resources and then answered a product evaluation questionnaire, in which they made suggestions and comments. In the analysis of the data generated, pieces of evidence of participants’ autonomy were observed. the participants reported that they appreciated the opportunities for planning, reflection, self-evaluation, and identification of affordances that the product offers. It is hoped that in the future the MAP product may be used in other contexts and thus contribute to promoting the autonomy of new students.Item Acesso aberto (Open Access) Oficina ColorAção: o processo criativo à luz de teorias das cores(Universidade Federal do Pará, 2024-08-01) BARBOSA, Jordana Oliveira; ANTUNES, Isis de Melo Molinari; http://lattes.cnpq.br/5387958094272494; BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148This research aimed to develop a workshop on Color Theory for Visual Arts students, based on the concepts of Forslind (1996), Pedrosa (2009), Pastoureau (1997), Albers (2009), Ostrower (1983) and Barbosa's Triangular Approach (2010). This work is related to the INOVAMES line of research and resulted in the Educational Product entitled “ColorAção Workshop”, involving a set of applied activities aimed at addressing Color Theories through contextualization, practice and enjoyment of the content. The context in which the ColorAção Workshop was applied was the Faculty of Visual Arts (FAV), of the Institute of Art Sciences (ICA), of the Federal University of Pará (UFPA), where the four face-to-face meetings of the Workshop were held in September 2023. The participants were 23 students, including those from the BA and BSc in Visual Arts (UFPA), BA in Film and Audiovisual (UFPA), BA in Music (UFPA), BA in Computer Science (UFPA) and BA in Design (Pará State University - UEPA). At the culmination of the ColorAção Workshop, an exhibition was held of the work developed by the participants over the course of the meetings. Structured questionnaires answered by the participants were used as instruments for this research and for validating the Educational Product, as well as diaries drawn up by the researcher exploring their perceptions of each meeting. Among the results obtained, we highlight the expansion of knowledge of Color Theories in the participants' educational paths, the engagement of students in the activities, as well as dialogues and exchanges of experiences about the role of colors in everyday life, shared throughout the process. It is hoped that the ColorAção Workshop will contribute to the education of art students and others interested in this area of knowledge, and that it will be explored in different educational contexts.