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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S.O.S professor inclusivo: reflexões e contribuições para apoiar a prática docente voltada aos alunos com deficiência visual na disciplina de ciências naturais
(Universidade Federal do Pará, 2019-05-05) BORGES FILHO, Edmar Fernandes; FREITAS, Guaciara Barbosa de; http://lattes.cnpq.br/8765902485221030; https://orcid.org/0000-0002-3538-9031
The present research was based on the legal bases of Special and Inclusive Education that orient the teaching practices in Brazil, focusing on the reality about the formation of Natural Sciences teachers within an inclusive perspective for People with Visual Impairment (PcDVs). The objective of this work was to systematize a site that supports the continuing education of Natural Sciences teachers in the inclusion of PcDVs, adding values of the educational trends of Science Teaching. Taking as a starting point, the present study followed the qualitative research of Ludke and André (1986). A priori was carried out a bibliographical analysis inside a repository site of scientific productions, soon it was evaluated the quantitative of research on Science Teaching within an inclusive perspective in the last 20 years. Subsequently, a documentary analysis of the Pedagogical Political Projects of the Full Degree courses in Natural Sciences of the State and Federal Universities, both of the state of Pará, was carried out, with the purpose of investigating and evaluating the curricular proposals in the formation of professors before the demands Inclusive Education. In addition to this study, an exploratory research was conducted based on in-depth interviews with educators working in the aforementioned public universities, as well as graduates of the undergraduate degrees in them. It was verified that Inclusive Education is a little present reality along the formation of Natural Sciences teachers, allowing the emergence of many pedagogical barriers that limit the inclusion within a classroom. In view of this perception, it was observed the need for an attention to the process of continuous training of Natural Science educators, considering the didactic-pedagogical orientation for the improvement of Science Teaching. To this end, the development of a website accessible on the smartphone platform has become relevant in order to make Inclusive Education theory applicable to Science Teaching, thus allowing the teacher to innovate methods and resources in order to develop appropriate solutions to achieve a process of egalitarian and inclusive teaching and learning. The first version of the site was validated by an expert panel composed of Natural Sciences teachers, the results were positive, pointing out that users had good experiences using the tools available on the site. Given the feedback of the experts' evaluation, it allowed specific adaptations in the site and consequently allowed to aggregate knowledge to the user in order to provide a more satisfactory experience. Thus, it is concluded that this research, despite not having an institutional financing, associated with the absence of professionals specialized in the area of website programming, has brought innovative proposals and significant investments, both for Science Teaching and Inclusive Education.
Acesso aberto (Open Access)
Videoaprendizagem: uma metodologia ativa experimental para o ensino superior
(Universidade Federal do Pará, 2019-05-13) MACIEL, Mayara Santos; FREITAS, Guaciara Barbosa de; http://lattes.cnpq.br/8765902485221030
This work aims to present and analyze the process of idealization, elaboration, experimentation, selection and validation of a methodological proposal for higher education, a so - called Videoaprendizagem. It is a proposal of pedagogical practice with emphasis on innovative and creative disciplines of education, because it redesigns teaching and learning relations in the classroom, allowing structural conditions for a teaching and learning autônomo for students starting from the critical thinking about digital technologies, focusing on the processes of creating pocket videos. The theoretical construction of this work is supported by the considerations of Heidegger (1994) and Orozco-Gómez (2002, 1998) on the “Essence of the Technique” and “Rationality of Relevance”, in the precepts of Martín-Barbero (2000) and Moran (2013, 2007, 2002, 1995, 1994 ). (2018), Valente (2018), Althaus and Bagio (2017), Souza, Iglesias and Pazin-Filho (2014) and Miter et al. (2008) on active methodologies. We refer to Freire (2011) and Zatti (2007) to face the younger (2012) and Moreira and Masini (1982) in order to deal with a more important learning, besides Paulo Freire (1986). technical guidelines for making videos by Moletta (2009) and Alves et al. (1987). A qualitative research has as main script a participant examiner (YIN, 2016; MINAYO, 2009b; GIL, 2008). As support techniques use the research (BONIN, 2011) and a documentary research (SÁ-SILVA; ALMEIDA; GUINDANI, 2009). To collect data on research changes, we use the data game, a playful adaptation of the world made by us. The selection and validation of consumer products (Videoaprendizagem guide, website and Basic Pocket Videos Production Manual) was carried out from a panel of Specialists (PINHEIRO, FARIAS, LIMA, 2013, STRUCHINER, RICCIARDI, VETROMILLE, 1998). The results of the research were developed and incorporated into the generation of videos and results of its derivatives, as well as the proposal for the creation of workspaces and the learning of meaningful learning.

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