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 "DINIZ, André Monteiro"
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Item Acesso aberto (Open Access) Guia para formação de professores: adaptação de música regional para aulas de trompa com iniciantes(Universidade Federal do Pará, 2024-03-28) LOUZADA, Jaqueline Wailse Lira; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421This work presents the "Musical Adaptation Guide for Horn Teachers in Training," a manual of adaptations of regional music for beginners. This educational product emerged as a proposal to address the challenges in music education, especially in the context of horn teaching, where there is a significant presence of teaching materials and repertoires of European origin. These materials, often from other countries and unfamiliar to students and their communities, do not take into account their cultural and regional specificities. This practice needs to be discussed in the training of horn teachers to promote the development of new approaches by them. The scarcity of resources that integrate local culture limits students' access to a potentially representative and meaningful music education. Developed within the Graduate Program in Creativity and Innovation in Higher Education Methodologies (PPGCIMES) at the Federal University of Pará (UFPA), with an emphasis on Methodological Innovations in Higher Education (INOVAMES), the resulting product aims to address these shortcomings, particularly the lack of adaptations of regional music from the Brazilian Amazon for beginners. The methodology involved a bibliographic research on the challenges and perspectives in horn teaching in Brazil, the literature used for teaching, and the influence of musical heritage on horn learning. It is based on Ausubel's (2003) theories of meaningful learning and Quijano's (2015) decolonial approach, as well as the analysis of idiomatic elements present in works written by horn players, as discussed by Matosinhos (2021). Additionally, an analysis of Pedagogical Course Projects (PPCs) from the Federal University of Pará (UFPA), the State Institute Carlos Gomes (IECG), and the State University of Pará (UEPA) was conducted. Subsequently, the educational product was developed and implemented, along with interviews with teachers and students to validate the proposed musical adaptations. The results highlight the potential of the developed educational product to equip both trainee and practicing teachers, providing a practical and accessible tool for teacher training and a music education that incorporates local culture. Furthermore, it is evident that the developed material serves as a resource for teachers in training, assisting them in integrating local cultural elements into their teaching, thus promoting a more contextualized and meaningful music education.Item Acesso aberto (Open Access) Manual de estudos: jogos educacionais no ensino de inglês(Universidade Federal do Pará, 2023) DUTRA, Gabriela Maria Lima Machado; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421Learning a new language brings many benefits to people. By studying a second language, students develop linguistic, cognitive and social skills. However, generally, students do not actively participate in classes. In this sense, a way to encourage students' motivation, involve them in the proposed activities and help them in their learning process, presents the use of educational games in English language classes. However, this theme is not much addressed during the undergraduate course and this can cause a gap in the training of future teachers on the use of this methodological resource. With this, the present work started from the following focus question: How can a study manual complement the training of students of the Degree in Literature - Qualification in English on the use of educational games in teaching English? The work has the general objective: To elaborate a manual, with elements of in its construction, to complement the initial formation of the students of the Degree in Letters – Qualification in English at UEPA, Belém campus, about educational games. With this, the product “Learn, create and play games: educational games for teaching English” was built. The research addresses concepts about communicative language teaching, games in English language teaching and learning and the practice of educational games in the initial training of English teachers. The research methodology has a qualitative approach and the methodological route has three stages: in the first phase, a bibliographical research was carried out in digital educational platforms such as academic google, eduCAPES, Periodicals of CAPES and BDTD; in the second stage, the documental analysis of the Pedagogical Project of the Language Course – English Language took place and, finally, a questionnaire was applied to the 2nd and 3rd year students and, also, to the professors of the mentioned course. The testing and validation of the product took place at the aforementioned university and course, with 2nd and 3rd year students. During this period, it was possible to refine the contents of the created artifact and confirm usability aspects of the games, after presenting the elements and suggestions of types of games contained in the educational product. In view of this, it is believed that the product has potential in complementing the training of students of the Letters - English Language course, since knowing about the use of games in education not only prepares students for the future of education, but also enriches their training as teachers, offering them additional pedagogical tools and stimulating their creativity and innovation.Item Acesso aberto (Open Access) Práticas maker no ensino de inglês: uma proposta metodológica à luz da BNCC(Universidade Federal do Pará, 2024-06-11) SILVA, Jaqueline Bastos de Figueiredo; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421The teaching of English in Brazil has been undergoing significant changes since the implementation of the Base Nacional Comum Curricular (BNCC). These changes require English teachers to reflect on their practices and conduct more interactive classes that include social and cultural aspects of the language. In this sense, maker activities (hands-on) have great potential for developing English language learning and socio-emotional competencies through collaboration in team-based manual or digital artifact creation. These practices engage students and promote creative and meaningful language learning. However, because the maker culture is still an emerging trend, it is not widely addressed in undergraduate programs, and its educational potential remains somewhat invisible. Therefore, we raise the following research question: How can we complement the training of undergraduate students majoring in English Language Teaching through the teaching of maker strategies and approaches? Based on this question, the following overall objective was defined: To create a workshop circuit guide with a maker learning proposal (hands-on) linked to English language teaching to enhance the initial training of undergraduate students majoring in English Language Teaching and foster creative and meaningful English language learning. As a result, the Educational Product (EP) titled ‘Make It: A Circuit of Maker Workshops in English Teaching’ was developed. The research includes a bibliography related to maker culture, English language teaching and the BNCC. The methodology outlines the stages of bibliographic research and field study, which involves observing 1st-year and 3rd-year classes in the English Language Teaching program at the State University of Pará (UEPA). The EP workshops were conducted with students from the English Teaching Program of the “Forma Pará” program (UEPA), where observations and a questionnaire were administered. This period was crucial for testing, validation, refinement, and production of the materiality of the EP. Data analysis, combined with the theoretical framework, leads us to believe in the relevance of the EP, with potential for enhancing the initial training of English teachers.