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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Agora exibindo 1 - 4 de 4

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Desbravar novos mundos: experimentando a potencialidade da websérie animada na divulgação de conceitos da Neurociência
(Universidade Federal do Pará, 2019-05-20) SILVA, Aislan de Paula Ferreira da; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840
This dissertation presents the results of the research "Breaking new worlds: experiencing the potential of animated webseries in the dissemination of concepts of Neuroscience". The research was an experiment in audiovisual language, in animated 3D webseries format. At the end of its production it will be composed of three episodes in three-dimensional animation format and made available on an open and free platform. His conception and production was mainly based on the hypermedia concepts of Gosciola (2003), animation of Chong (2011) and Nesteriuk (2011), audiovisual language of Coutinho (2006), process of learning and creation of products aimed at education of Filatro (2008, 2015), and Pallottini's narrative construction (1989, 1998, 2005). From the conceptual orientation, the proposal was to explore to the maximum the multimedia resources as potential mechanisms for understanding concepts of Neuroscience - such as reasoning, memory and learning. Thus, in addition to bibliographical research, we used: documentary, videographic and visual research; brainstorming techniques; interviews; panel of experts and curators. This dissertation presents the reader with the process of constructing a hypermedia narrative, as well as the multimedia scripts, the concepts and model sheets of the characters, the storyboards and the animatic of the episode "Traveling is necessary - how do I know that I am going in the right direction? ", available on the Thinglink platform.
Acesso aberto (Open Access)
DESIGN KIT EDU: um toolkit para promover a criatividade na aprendizagem
(Universidade Federal do Pará, 2020-04-24) SOUZA, Karina Cristina Martins de; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
This dissertation aims to present the conception and materialization of an educational content for higher education that uses Design Thinking (DT) as a teaching-learning strategy, with the goal of fostering the exercise of creativity and problem solving. The content is entitled “Design Kit EDU”, created with the aim of providing interactions between teacher-student, student-student, teacher-content and student-content, from which teachers feel encouraged to plan different activities, using a set of artifacts in their classes, at the same time that students are motivated to develop varied skills and establish relationships with knowledge (cognitive domain), doing (psychomotor domain) and being (affective domain) . The content consists of four artifacts, namely: the “Composition Chart”, the “Empathy Dice”, the “Ideas Lane” and the “Feedback Cards”. All of these artifacts establish guidelines by the Design Thinking (DT) methodology, which means they are centered on the subjects who are part of the interactions or who may benefit from the interactions. This proposition has as a theoretical reference the discussions on design, Design Thinking (DT), Instructional Design (DT), active methodologies and creativity. For the development of the research reported in this dissertation and its product, different methodological procedures were adopted. The approach was qualitative and, among the procedures, bibliographic, documentary and experimental research were used. For the stage of content planning and design of the artifacts, the stages of the “classic” Instructional Design were used. The artifacts were made with analog interactions, which means that part of the materials were built in a tactile and fixed way, while the other part is made of glued or sewn with different papers, cutouts, textures and visuals. 14 inspirations were consulted during the research and all, in some way, deal directly or indirectly with the themes “Design Thinking”, “creativity” and “problem solving oriented to the educational context”, even though most of the inspiring materials deal with the corporative education. Finally, in this dissertation, the artifact verification process is reported, which was configured as a pilot study whose sessions followed a semi-structured script (Evaluation Matrix), in which the main product of this work, the “Design Kit EDU”, was briefly presented and submitted to the guests' analysis. The sample of specialists was formed by 20 guests, mostly teachers of Higher Education at the Universidade Federal do Pará (UFPA). However, the sessions also included professional master students from the Postgraduate Program Creativity and Innovation in Higher Education Methodologies (PPGCIMES), recent graduates, masters and graduates of the Program, in addition to professors linked to other educational institutions. From this verification process, it was possible to receive several contributions, some of which have already been incorporated into the product presented in this dissertation and others will be analyzed later for the future improvement of the educational content and its artifacts.
Acesso aberto (Open Access)
Português Pai D’Égua: web app Fonético-cultural bilíngue. O Ensino do Dialeto belenense, como Língua de Acolhimento, a imigrantes e refugiados venezuelanos
(Universidade Federal do Pará, 2023) LEÃO, Nancinilde Cartágenes; ALVAREZ, Maria Luisa Ortiz; http://lattes.cnpq.br/0562632464695581; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840
Acesso aberto (Open Access)
Sentir e pensar a performance - Performar o pensamento: diário e sequência de orientações para aprender a aprender a partir da Performance
(Universidade Federal do Pará, 2022-08-24) PINHEIRO, Marília Navegante; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840
I sewed the path of this research directly relating it to my memories as a student, teacher, performer and researcher. In this dissertation I expose the development of an educational process which consists of a sequence of systematized performance guidelines, which are contained in the materiality of a diary intended for the teaching public in the scope of Higher Education. I also expose fragments of clipping made between the years 2014 to 2018, which deals with the presentation, respectively, of actions entitled: Destroy this Diary (2014); Stoning (2015); XVIII Arte na Escola Cidadã Award (2017); Aulas Performáticas (2018), subsidies that led me to develop a succession of ideas and that inspired the proposal for an educational product. Thus, the general objective of the research was to present a sequence of performances, actions organized with the intention of triggering experiences through instructions that enhance learning processes in formative contexts. Involved with the research line Creativity and Innovation in Educational Products and Processes (CIPPE), this research also aimed to highlight the development of the product, starting methodologically from the presentation of traces of performances, records of memories that aim to expand the notion of performance, learning processes , of experiences with the body, as well as articulating and developing, in addition to reflections, sensitizing practices for training and/or training contexts. Thus, the sequence of performative propositions, actions that are organized to trigger experiences through poetic instructions, were assembled within the materiality named: Todos Somos Performers. These propositions are systematized orientations of performative actions and/or performances which can be experienced, lived and/or felt in the body in different ways. I resorted to the biographical method with the perspective of justifying a process of personal awareness in the midst of the actions and experiences that I consider formative (NÓVOA; FINGER, 2014), integrating them with the theoretical and methodological perspectives of qualitative research and the montage method (HUBERMAN, 2016) in their daily rituals in order to answer the question: how to constitute and develop an action that triggers teaching and learning experiences in formative processes, based on performance? Subdivided into four chapters plus final considerations, it sought to reflect the concept of experience (LARROSA, 2011) in the course of writing as a point of great emphasis to rethink, perform thoughts, practices, knowledge in formative processes that culminate in transformative and self-formative paths. Since this process sparks several possibilities that start from self-knowledge to experiments with the other in symbolic, aesthetic, sensorial, communicative actions. What is proposed with the experiment range from ordinary everyday behaviors such as walking, talking, touching, looking, to the development of other performances that ritualize actions different from everyday life, as they are thoughts in/with action (SCHECHNER, 2012) in its complexity of assembly and disassembly in a process of unfinished gestures (SALLES, 2011) and construction of other possible knowledge.

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