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 "ELIASQUEVICI, Marianne Kogut"
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Item Acesso aberto (Open Access) Boas práticas de gestão escolar no município de Paragominas-PA, com base nas competências do(a) gestor(a)(Universidade Federal do Pará, 2024-06-17) SOUZA, Joelma do Socorro de Oliveira; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415School managers are responsible for designing and implementing practices that improve students' academic outcomes. Considering the role played by these leaders, the Conselho Nacional de Educação (CNE) (National Council of Education) has approved, pending ratification, the proposal for a Base Nacional Comum de Competências do Diretor Escolar (BNC - Diretor Escolar) (Common National Base of Competencies for School Principals). In this context, and based on the author's concerns and motivations, the study addressed the central question: How can we identify and map effective practices of school managers in municipal early childhood education and primary schools in Paragominas, Pará, that enhance student learning, considering the competencies and skills described in the BNC Diretor Escolar? The main objective was to identify and systematize good practices of school managers in public schools in Paragominas, Pará, to promote student learning, based on the competencies and responsibilities of the school manager. This qualitative research employed a variety of procedures and techniques across six stages of the methodological process. Thirteen practices were mapped in five different municipal schools. From these practices, daily responsibilities of the managers emerged as crucial for the functioning and success of the schools, highlighting the complexity and diversity of the roles assumed by these professionals. The competencies identified as essential for the role were also those needing further development for more effective school intervention. The research provided an opportunity for self-reflection among the managers regarding their own responsibilities and competencies, resulting in the educational product “Catálogo de boas práticas de Gestão Escolar em Paragominas/PA: contribuições para a melhoria da aprendizagem dos(as) alunos(as)” (Catalog of good school management practices in Paragominas/PA: contributions to improving students learning). We hope this catalog will contribute to the field of school management training and performance, as well as to education specialists, teachers, pedagogy students, and others interested in the subject.Item Acesso aberto (Open Access) #BORAPROCURAR: conjunto de cartas didáticas para auxiliar no desenvolvimento de habilidades para busca informacional em bibliotecas universitárias(Universidade Federal do Pará, 2022-08-25) VARANDA, Francisca Moreira de Sousa; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415This dissertation demanded the development of the educational product “#boraprocurar: a deck of didactic cards for informational search at university libraries”, aiming to answer the following guiding question: “How to assist users in the development of skills for informational search in catalogs and collections of university libraries?”. This answer is linked to the achievement of the main goal outlined, which is to assist in the development of skills for informational search in catalogs and collections of university libraries, with the help of a deck of didactic cards divided into phases, having as reference the context of the Central Library of the Federal University of Pará (BC/UFPA). In the theoretical reference, we discussed the informational skills at libraries, highlighting, especially, the university library, and we described the locus of the research, the BC/UFPA. In order to characterize the public to which the educational product is intended, we brought data from the V National Survey of Socioeconomic and Cultural Profile of Undergraduate Students of Federal Institutions of Higher Education of the National Association of Directors of Federal Institutions of Higher Education (ANDIFES). The methodological procedures used were based on applied research, through a qualitative approach, divided into three phases. The first phase refers to contextual, bibliographic and documentary research, with the mapping of the libraries of the 14 largest universities in Brazil in numbers of students enrolled in the graduation, focusing on the users’ instructional materials of education. The next phase is inherent to exploratory research with observation of the informational search flow of BC/UFPA users and data collection with students from UFPA. Finally, the third phase concerns the survey of products and studies similar to the one proposed in this dissertation. For the development of the educational product, we established the following work stages: contextual research, design and elaboration of the deck of didactic cards, and product validation. This process resulted in the elaboration of the educational product, from its prototype to its final version, with a test carried out with students from UFPA. It is possible to affirm that the main objective has been reached, a fact attested by the positive answer to the guiding question of the study, which aimed to contributing to the continuous process of developing informational skills and learning of library users.Item Acesso aberto (Open Access) Ciência com cartas: refletindo sobre a importância do diálogo entre ciência e sociedade com alunos de graduação(Universidade Federal do Pará, 2021-08-23) GUEDES, Suelen Miyuki Alves; ELIASQUEVICI, Marianne KogutFrom the discussions about science raised by Sala (1974), Auler (2007), Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), we have reflected that a greater approximation and dialog between science and society is necessary. This is because, historically, scientific knowledge has been constituted separately from both the society and other forms of knowledge, which caused some barriers that have persisted until today, such as the fact that science is considered hermetic and far from the everyday life. From the perspective of science defended by Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), which states that the construction of knowledge needs to consider the interaction between the individuals, their cultures and all forms of knowledge, our research started from the following question: How to promote an interdisciplinary dialog between science and society, with Higher Education students? Our goal was to dialogically foster discussion about science and the processes involved in its construction, using a deck of cards, respecting the contributions of different forms of knowledge. In this context, the deck of cards entitled "Science in question: dialogues with cards" was created, aimed at higher education professors, from any area of knowledge, to promote reflections on science with undergraduate students in compulsory subjects of Scientific Methodology or Research, and in optional subjects related to science. Concerning the elaboration of the product, we carried out a bibliographic research of theoretical references on science to define the thematic axes to be discussed, and we analyzed materials to choose the best format to use. After this structuring, we submitted the content of the cards for validation by a panel of experts, adjusting, eliminating and adding content based on the suggestions indicated. As a final step, we designed the visual identity of the cards and auxiliary materials, as well as we carried out the study to store the cards in the digital version and build a website for the promotion and dissemination of experiences. As a result, according to the validation of the experts' content, we consider that the product is coherent, being relevant to the proposal and suitable for application in the classroom with undergraduate students. Due to its versatility for use in physical, asynchronous and distance classes, in addition to its open character for the professor to create their own content, it has innovative potential to be appropriated in different contexts of Higher Education.Item Acesso aberto (Open Access) Contribuições de uma abordagem processual para o desenvolvimento da escrita em inglês no ensino superior(Universidade Federal do Pará, 2025-02-27) SANTOS, Daniel Carmo; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; HTTPS://ORCID.ORG/0000-0001-5403-0879; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Writing is often neglected among the four essential language skills (listening, speaking, reading, and writing) in teaching English as a foreign language (Korth et al., 2017; Martínez, López-Díaz, & Peréz, 2019; Nondabula & Nomlomo, 2023). Considered challenging, writing ends up not being effectively and integratively addressed alongside the other language skills, being reduced to isolated activities in textbooks. Typically, such activities are also designed under the product approach to writing, where the written text is limited to a single version for correction by the teacher. In the undergraduate program of English Language and Literature at the Federal University of Pará (UFPA), Belém campus, students take five courses, Língua Inglesa 1, 2, 3, 4, and 5, to develop fluency in the language. However, writing remains one of the most challenging language skills for students. In light of this, this master's thesis presents research aimed at developing and designing a set of activities, called Write Up!, which uses the process approach to writing to help students in the English Language I course develop their English writing skills. The process approach contrasts with the product approach by considering different stages—planning, drafting, revising, editing, and publishing—that can be revisited to improve the text (Tribble, 1996; Harmer, 2015; Rhalmi, 2018). The methodology adopted in this research involved several stages leading to the materialization of the product, including planning based on bibliographic research, the development of activities, and validation carried out through expert evaluation, classroom testing, and feedback collection from students and the teacher. The results indicated that there is room to work on writing processually during the English Language and Literature course, and that this approach can contribute to the development of students' writing skills. Additionally, there is potential to raise students' awareness of the importance of valuing this skill both in their learning and in their future practices as English teachers.Item Acesso aberto (Open Access) E-book: Práticas docentes na educação de jovens e adultos no ensino personalizado: vivências do Centro de Educação de Jovens e Adultons Prof. Luiz Otávio Pereira – CEEJA/Belém(Universidade Federal do Pará, 2020-03-17) ALBUQUERQUE, Luciana Pereira; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415This research had as objectives to map and systematize, in an e-book format, teaching practices carried out in the context of personalized teaching of Education of Youth and Adults (EJA) from the Centro de Educação de Jovens e Adultos Prof. Luiz Otávio Pereira – CEEJA/Belém. These practices should contribute to student’s learning by means of dialogue, ethics, affectivity and autonomy dimensions. To reach the objectives, the methodological trajectory was composed by: (i) researches on references from theorists who study EJA and personalized teaching; (ii) a documental research; (iii) a data collection using questionnaires applied to teachers and students; (iv) registers of observations taken during the meetings/classes and informal conversations that could complement my perceptions as a researcher; and (v) a specific validation. The data collected were analyzed and the results reveal not only a teaching staff that is committed to the modality and the students but also reveal that the teaching practice in EJA, when using the dimensions mentioned in the teaching-learning process, makes it possible a bigger involvement of the students in their meetings/classes, because they see the relationship between the content studied and their lives. This active participation occurs even when they face hindrances such as the heterogeneity of the groups, the lack of material resources and the necessity of continued education aimed at the EJA modality, among others. Given the results, the proposed e-book aims to reach a diverse audience in order to socialize the successful activities that can be shared by other teachers.Item Acesso aberto (Open Access) Educação sem fronteiras: espaço virtual de discussão sobre a atuação do pedagogo na educação não-formal(Universidade Federal do Pará, 2019-04-30) PACHECO, Marcelo Wilson Ferreira; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415According to the curriculum guidelines of the Ministry of Education, which deal with the offer and operation of undergraduate degree in Pedagogy, at the national level, the training of students of this degree should be directed to their performance in both Formal and Non-Formal education, in the same proportion. However, not always the curricular design of the undergraduate courses takes this in consideration and ends up prioritizing school education as the main field of action of this professional. This is a concern that I have had since graduation and that, with the opportunity of the Master’s in Teaching of PPGCIMES, I was able to intervene by developing an educational product. Specifically, in relation to the Pedagogy undergraduate degree at UFPA, Belém campus, an analysis of its Undergraduate Degree Pedagogical Project, compared to the MEC guidelines, revealed that only one discipline within its entire curriculum design is tasked with working on the issue of the Educator in non-school environments. From this context, we define as a focus question for the research: How to use a virtual space of discussion, within the scope of the UFPA Undergraduate Degree in Pedagogy, to strengthen the debate about the possibility of the Educator acting in Non-formal Education environments? To answer the question, we outlined as the general objective of the work: To develop in the Undergraduate Degree in Pedagogy of the Federal University of Pará, Belém Campus, a virtual space that promotes the reflection of the Educator's performance in Non-formal Education environments; This educational product, a Virtual Discussion Space, was planned, created and developed, considering the reality of the Undergraduate Degree in Pedagogy and the training that it has offered its students, especially in what concerns the preparation for future professional practice, as Educator in social organizations. Thus, set in the Moodle Platform, it brought together elements of Distance Education with the face-to-face actions of the Discipline, in order to promote reflection on the fields of action of the Educator in Non-formal Education. In this sense, a methodological journey of mixed approach was undertaken, involving: bibliographical and documentary research; participant observation; data collection with professors (who act or have already acted in the Discipline) and enrolled students; a session of co-creation; and the elaboration of an authorial method, which was used to validate the product under the prism of four axes: a) Usability and Navigability; b) Content, Materials and Activities; c) User experience; and d) Viability and possibility of implementation. The Method of Evaluation and Validation Procedural and Participatory (MAVALIPP – Portuguese acronym) consists of the definition of validation sessions involving all participants of the educational product that, together, evaluated the fundamental criteria of the product. Finally, a panel of specialist professors was responsible for identifying whether the product met its objectives and had potential to be implemented to the reality of the UFPA’s Undergraduate Degree in Pedagogy in Belém. Each stage of product development brought significant results to the training of students attended, to professors, to the Discipline, to the Course and to the University, in a general way. Among the main repercutions from its use, we have: i) the resignification of the work of the professor of the discipline and his/her involvement with the modality of Distance Education; ii) the first experience in Distance Education, by the majority of students attended; iii) the survey of fundamental requirements and criteria that, validated, may serve as a parameter for the development of new products; iv) the elaboration of an authorial method of evaluation and validation of digital educational platforms; and v) the availability of the final product to be used according to the convenience of the Undergraduate Degree in Pedagogy and also as a model, which can be replicated in other University Undergraduate Degrees.Item Acesso aberto (Open Access) O ensino da educação financeira em uma escola de comunidade Ribeirinha amazônica, por meio de um projeto de extensão(Universidade Federal do Pará, 2024-03-20) FELIPE, Samara Trindade de Moura; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Financial Education, a global concerning, seeks to promote financial knowledge. In Brazil, the National Financial Education Strategy (ENEF), created in 2010, has as its main objective promoting Financial Education, including it in the Basic Education curriculum, being treated as a transversal theme that must be addressed in different school subjects. However, not all students have the same financial or cultural reality, and it is essential that this teaching can be adapted to ensure meaningful learning. At the same time, when analyzing the schooling formation of Higher Education students who, in some way, are related to the theme, especially the Mathematics Degree, it is common for topics related to finance to be worked on only the technical repertoire of Financial Mathematics, its mathematical concepts and properties, leaving aside the relation of these notions with public policies and the association between consumption and planning, initial concepts that are essential for a schooling formation in Financial Education that can then be “translated” in future moments in the Basic Education classroom. Given the context, the research on screen starts from the following question at issue: How can we provide opportunities for more responsible, ethical and civic- minded training for undergraduate students at the Federal University of Pará, as well as collaborating to create an environment favorable for knowledge sharing related to Financial Education for Basic Education students? Aiming to answer this question, we set out as a general objective: Set up a University Extension Project which explores teaching strategies, based on active methodologies and contextualized activities, to address issues relating to Financial Education, with ninth-grade elementary school students from the Municipal School of Rural Education São José, on Ilha Grande, Belém- PA, providing a more responsible, ethical and civic education for undergraduate students at the Federal University of Pará. Research was carried out with a quantitative-qualitative approach, of a descriptive nature and of an applied nature, divided in stages, leading to the development and implementation, during 2023, of the University Extension Project Só te digo: POUPA! from the Federal University of Pará, with monitors from different courses at the Institution. By endeavoring to develop a University Extension project targeting students from a riverside community, and with the active envolvement of undergraduate students, we provide the opportunity for the undergraduate students to put into practice what they learn in the classroom, developing leadership, communication and work skills in team. The experience of engaging with the riverside community was enlightening, demonstrating the diversity and cultural richness in our state. Valuing and respecting the community's traditions and ways of life was essential to promote inclusion and mutual understanding between the University and the school. This initiative not only enriched the learning experience but also contributed to the personal and academic development of all participants.Item Acesso aberto (Open Access) Um framework gamificado para a disciplina algoritmos ou equivalente(Universidade Federal do Pará, 2019-05-07) QUARESMA, José Augusto de Sena; OLIVEIRA, Sandro Ronaldo Bezerra; http://lattes.cnpq.br/2080791630485427; https://orcid.org/0000-0002-8929-5145; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415A framework gamified is our product proposal for the teaching and learning process of the Algorithms or equivalent discipline. The curricular component in question is fundamental for the courses in the area of information technology, since it bases the student and professional future on the knowledge of software development. However, we observed a high level of student disapproval and avoidance in this discipline, through consultations in the literature and at the Faculty of Computer Science of the Federal University of Pará (UFPA). From this context, the study proposes the following question-focus: How to use a strategy to get the process of teaching and learning of studied content Algorithms or systems of information undergraduation? Anchored in the question-focus has as general objective the conception of a framework gamified for the discipline Algorithms or equivalent. As a way to reach the objectives outlined, a mixed research methodology was defined, covering systematic review of the literature; survey; participant observation; peer review; and validation by means of the comparison of the acquired grades in the gamified processes and the traditionally adopted in the discipline. The data from the research allowed to contemplate the literature on the subject, the perception of the Brazilian panorama about the discipline, the teacher and student view and the observation of the teacher, student, monitor and content interaction in the UFPA reality. Through the results achieved, the product of this master's thesis with the homogeneous data structure contents was designed, designed and tested, pointing to the reality of application as the most difficult to learn by the students and teaching by the teachers. Therefore, through the experiment, corroborated by the Systematic Review of Literature, when comparing the gamified approach, to what has been used in the Algorithms of the courses of the Faculty of Computation of UFPA, we identified: (i) greater participation of students in the classroom; (ii) greater collaboration among students during the resolution of the challenges; (iii) greater engagement in resolving the lists of exercises; (iv) improvement in students' performance regarding the assessment grade; (v) use of dynamic and playful classroom practices; (vi) timely feedback on students' progress in the discipline; (vii) acceptance of the approach by students; (viii) the need to discuss the limits of gamification in the face of the occurrence of students with disabilities or of introverted temperament. With these results, we evaluated how timely and important it is to spread the teaching and learning process of the Algorithms or equivalent discipline, to help minimize the failure and avoidance rates in the discipline.Item Acesso aberto (Open Access) HQ Criativa: uma HQtrônica para estimular docentes a trabalharem a competência criatividade por meio da produção de histórias em quadrinhos em sala de aula(Universidade Federal do Pará, 2020-05-04) VASCONCELOS, Andreza Jackson de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415This dissertation presents the process and the results of the “HQ Criativa” conception, an Electronic Comics (kind of hypermedia comics) which is composed of four episodes and two subproducts (the inspiring Bullet journal - the diary of the main character’s narrative - and the Creativities in comic strips - proposed activities elaborated from the comic book production process). The first episode prototype is available on a free and easily accessible platform, along with the scripts, the characters’ profile sheets and the subproducts. In the future, all the final version episodes of the “HQ Criativa” will be available. This educational product was based on the 21st century reality in which creativity is considered an essential competence in people’s private, academic and professional life as well as it considers the University as a social institution which is responsible to enhance and develop the students’ creativity. In order to encourage professors to insert creativity in their pedagogical practices, we have had outlined as a focus question for this research: How to contribute to Higher Education professors foster their students’ creativity competence by the production of comics in the classroom? In order to answer this question, we have defined as a general objective: To develop an Electronic Comics to support teachers foster the creativity competence by the comic strips production in Higher Education classroom. In order to achieve this goal, we have theoretically been based on the concepts of the creativity as a capacity inherent to the human being by Csikszentmihalyi (2006), Sternberg and Lubart (2002) and Runco (2007), the creativity in Higher Education by Alencar (2011) and Fadel and Wechsler (2011), the creative professor by Morais and Azevedo (2011), the creativity competence by BNCC (2018) and Zabala and Arnau (2014), the language of comics (Vergueiro, 2018), the tradicional comics charecteristcs by Eisner (2010) and Chinen (2015) and, Electronic Comics by Franco (2008). To develop this qualitative research, we have carried out the following methodological procedures: (i) a bibliographic and documentary research; (ii) a selective literature review; (iii) the Electronic Comics; iv) the script and characters’ product validation through an expert panel; v) the materialization of the first episode prototype; vi) the validation with the specialists who participated in the first stage of validation. The research results, although the product has not been tested in a real teaching and learning practice, were corroborated by the analysis of the panel of experts, who highlighted the relevance of the “HQ Criativa” in contributing to the promotion of reflections about the creativity development in Higher Education and the relevance of having an adequate university education for the context where we live.Item Acesso aberto (Open Access) Inter Olhares: proposta de concepção de uma revista digital para abordar questões que afetam o cotidiano da UFPA(Universidade Federal do Pará, 2020-05-07) MATTA, Julia Marina Quemel; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Universities are great spaces for training human resources and producing knowledge, however, they also present issues that need to be faced and discussed with the academic community, such as violence, prejudice or waste disposal, among others that are also evident in society in general. It is understood that these issues are not always widely discussed within the scope of formal education and, based on this principle, in the context of the Federal University of Pará (UFPA), this work has as its general objective the dissemination and circulation of studies related to problems that involve the everyday life of the University, like the overpopulation of dogs, seeking to promote a wide circulation, awareness and debate about complex topics by the academic community, which requiresintegrated solutions. The specific objectives were proposed: (i) to identify what perceptions the academic community has about the subject treated in the first example of the magazine; (ii) designing a digital magazine to address UFPA's daily problems; and (iii) evaluate and validate a proposal. In this context, a digital magazine called "Inter Olhares" was created, aimed at everyone who transits and circulates in the Institution: students, teachers, technical-administrative servers, service providers. service and visitors. The magazine is structured in five sections: Perception, Fact, Complexity, Reflection and Attitude, with a proposal for semiannual periodicity and brings, in the first edition, the theme of stray dogs overpopulation in the Professor José da Silveira Netto University City, headquarters of UFPA, in Belém. In order to design the product, it was necessary to go through some steps that covered the method of analyzing the perception of problems at UFPA and collecting data in the community; a definition of the journal's prerequisites; structuring the editorial plan; the preparation of the first issue of the magazine; and the validation. As a result, it was found that a magazine, in general, can be used in the context of teaching, especially in the scope of non-formal education, due to its versatility, clarity of language and accessibility. The availability of the magazine in digital format, with the different resources offered, expands the magazine's accessories, especially because of the possibility of simplifying information and the combination of different media, which can increase the chances of learning the subjects used in editions.Item Acesso aberto (Open Access) Programa de estágio extracurricular teórico-prático interdisciplinar de iniciação em oncologia(Universidade Federal do Pará, 2022-08-18) SILVA, José Henrique Santos; RAMOS, Raquel de Souza; http://lattes.cnpq.br/3576658450395680; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415From the identification of existing gaps in early learning stages of Health professionals to act upon the field of Oncology, this research sought to respond the focus question “How to assist in the training of undergraduates in the area of Health and sensitize them to work in the promotion, prevention, treatment, rehabilitation and palliation in oncology from an interdisciplinary perspective?”. To do so, the general objective was to “Structure an extracurricular internship program in Oncology for undergraduate students of courses in the area of Health in a theoretical-practical and interdisciplinary format of initiation in Oncology, based on the assumptions of active teaching-learning methodologies and interdisciplinary action”. This program was developed at the Instituição Oncológica do Brasil, a cancer research and treatment center located in Belém, Pará. Based on action research, the methodological path was divided into four phases: (i) carrying out a bibliographical survey; (ii) construction of the action plan; (iii) implementation of a pilot program; and (iv) follow-up of the investigation-action cycle. As an educational product resulting from the research, the “Guia didático: Programa de Estágio Extracurricular Teórico-Prático Interdisciplinar de Iniciação em Oncologia” was prepared, describing the structure of the Program (curricular organization, selection process, use of active teaching-learning strategies, evaluation process and others). The results obtained from the study also made it possible to verify the improvement in the training of undergraduates in the area of Health in terms of knowledge of Oncology subjects, which are scarcely addressed in the curricula of undergraduate courses. Because the Program is divided into axes (Teaching, Research and Extension), it provides a broader experience for the undergraduate student and the possibility of greater insertion in the Oncology specialty, expanding the vision of care and assistance in general. The division of the theoretical content into modules and the use of clinical cases makes teaching more focused on practical issues, related to the problems faced in the daily life of interdisciplinary assistance, providing the development of skills and competences for a differentiated support. Therefore, from the analysis of this experience, we believe that this developed product can favor and serve as an inspiration for the implementation of extracurricular internship programs in several other realities, whether or not in the area of Oncology – provided that the necessary adaptations are made and that the pedagogical proposals are similar.Item Acesso aberto (Open Access) Quimicando: oficina Kit Encaixe: uma proposta pedagógica para o professor de Química em formação(Universidade Federal do Pará, 2023-02-15) MELO, Barbara de Lima; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415It is usual to find students in Brazilian Basic Education with difficulties in understanding some features about the Carbon Chains Classification. This theme is presented in the studies of Organic Chemistry, and it is considered as an abstract theme in regards the visualization of the organic structures. In the same manner, Chemistry teachers find it difficult to teach those subjects and relate it to the students context. In order to help with this scenario, this research paper presents the following key question: how didactic activities involving hands-on learning may contribute to pre-service chemistry teachers enhancing learning strategies of students in elementary and high-school education? In order to answer this question, we indicate the research objective: to explore didactic activities involving hands-on learning, by facilitating an workshop about Carbon Chains Classification for pre-service chemistry teachers aiming the enhancing of students learning strategies. The final educational product is entitled: “Quimicando: Oficina Kit Encaixe” and it intends to collaborate with the development of the pre-service chemistry teachers teaching practices. The research approaches some aspects concerning to educational activities using low-cost materials. These materials are related to the hands-on learning practices, which are connected to the maker movement premises. These activities have the objective of developing students critical thinking and creativity, by relating theory and practice. In order to reach the objective, we discussed some points as the chemistry teachers training in higher education and the difficulties of teaching and learning chemistry in high school. The research methodology is the qualitative approach and the methodological route was divided in three steps: (i) initial bibliographic research and reference survey in Google Scholar and Portal de Dissertações e Teses da Capes; (ii) development of the workshop first version followed by the design and itinerary plan of the workshop and the application of this with a class of 15 undergraduate students in fifth period of the chemistry graduation course at Federal University of Pará (Belém campus) and (iii) development of the final educational product starting from the refining of the results. Testing results were evaluated as positive for pre service teachers, pointing the engagement of the undergraduate students in the activities accomplishment, such activities are contained in the workshop and demonstrated the potential of hands-on activities in pedagogical practices which value students protagonism. The educational product is the workshop structure. However, in professional mastering course it is important the elaboration of a tangible product that may be adapted and reproduced in different contexts. Thus, we elaborated a script of the workshop with the description of the steps in order to make possible the development and adequation of the planned activities. The script is available for consultation.Item Acesso aberto (Open Access) S.O.S. – Stimulate Our Skills: guia de estratégias didáticas criativas para o ensino e aprendizagem na licenciatura em letras-língua inglesa(Universidade Federal do Pará, 2021-08-13) MORAES FILHO, Moacir José de Almeida; ARAÚJO, Marcus de Souza; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Recent researches state that students entering Higher Education, in undergraduate courses in English Language courses, show difficulties in developing productive skills – speaking and writing. Therefore, this research started from the following focus question: How can we assist students of undergraduate courses in English Language in the development of linguistic skills of speaking and writing in English, through creative didactic activities, based on studies on Active Learning Methodologies and the Communicative Approach? Hence, the general objective outlined was the development of S.O.S. – Stimulate Our Skills, a guide of creative teaching activities to help teachers of undergraduate courses in English Language to foster the development of productive language skills in English in their students, using creative teaching strategies based on Active Learning Methodologies and the Communicative Approach. To this end, I studied theorists and researchers such as Torre (2002), Veit (2017), Lacerda and Santos (2018), Filatro and Cavalcanti (2018), Leal, Miranda and Casa Nova (2019) and Moran (2020), concerning Active Learning Methodologies, and Bygate (1987), Brown (2001), Nunan (2003), Cook (2008), Abreu (2009), Quisen (2015) and Oliveira (2019), on teaching and learning processes of English Language. Regarding the research methodology adopted, it is possible to classify it as a mixed approach, in relation to data collection, and as an applied research, when taking into account the level of investigation. In terms of research objectives, it is considered as descriptive of opinion (ABRANTES, 2007). Among the procedures adopted during the research, there was a participant observation in the English Language II course, offered by the Faculty of Modern Foreign Languages, at the Federal University of Pará, where two creative didactic activities that served as a basis for the development of the other components of the product were tested. As a result, it was observed that even though the traditional teaching methodology is still adopted in some contexts of teaching and learning of English Language in Higher Education, active learning methodologies and creative didactic strategies can contribute to a better interaction between students, fostering autonomy and collaborative learning. In this sense, the proposed educational product has the potential to promote meaningful learning and the development of productive language skills in students of an English Language course.Item Acesso aberto (Open Access) Sentido do Ser: jogo das competências socioemocionais para universitários(Universidade Federal do Pará, 2022-04-29) SOUZA, Ana Carolina Aleixo de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415In a life rationalizing-driven society, which values the severability between rational processes and social phenomena, different imbalances arise, including the emotional and relational ones. Nonetheless, psychological illness, especially anxiety and depression disorders, associated with the covid-19 pandemic, are increasing. Young university students have to deal with both the pandemic scenario and the normal challenges of the academic context. Accordingly, a movement arises, at different levels of education, with the proposal to perceive, respect and encourage human integrality, based on biopsychosocial-emotional aspects. The focus question that guided this work arose from the concern that this movement causes: “How to favor for university students, in a playful way, the contact, thinking and discussion about socio-emotional skills that can contribute to their ability to deal with common challenges in academic life?” Therefore, the goal of this work is to develop a board game that allows the contact, thinking and discussion about socio-emotional skills that can contribute to the ability of university students to deal with common challenges in academic life. To achieve this goal, we carried out a research to support the understanding of socio-emotional skills, their relationship with academic performance, and game design. We investigated products and initiatives that inspired the development of the game elements. In the product elaboration phase, we structured the mechanics, dynamics and aesthetics of the game based on the Mechanics, Dynamics and Aesthetics (MDA) framework. During this process, we entitled the game as “Sense of Being: socio-emotional skills game for university students”. Sequentially, the prototype of the game was submitted to the first step of testing, carried out with seven undergraduate students from a private higher education institution in the city of Belém, Brazil. Subsequently, a panel of specialists formed by three Psychology professionals, working as undergraduate professors at public higher education institution, analyzed the content of the cards that make up the game. Then, four Psychology professionals, working in the specialized student support service of a private higher education institution in the city of Belém, Brazil, analyzed a set of cards of the game and the other elements that compose it. In each step, we collected the given feedbacks, which oriented the adjustments to the game elements. As a final step, the files containing the final version of the components were presented and made available in a way that allows easy access to the contents. The impressions highlighted by students and specialists who contributed to the research indicate that the product arouses interest and it’s innovative, especially for dealing with socio-emotional skills in a playful way and also for presenting characteristics of germinability.