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 - 7 de 7

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Aprender ao olhar para si: diário para fomentar a Aprendizagem Socioemocional entre graduandos(as) de Medicina
(Universidade Federal do Pará, 2025-03-17) LINHARES, Lı́via Costa Dorice; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This study addresses the design and evaluation process of the Aprender ao olhar para si Diary, aimed at fostering socio and emotional learning among undergraduate medical students. To this end, we conducted an applied study with a qualitative approach, grounded in a methodological stance informed by the perspective of complexity (Morin, 2010), the notion of tentative processes (Braga, 2010), and the recognition of the relationship and the intertwining of our lived experiences as researchers and authors with the theoretical-methodological decisions adopted. The development of the educational product stemmed from a specific context, the Faculty of Medicine (FAMED) at the Federal University of Pará (UFPA), where we conducted semi-structured interviews with the vice-director and with preceptors who are also alumni of the program. This process enabled us to identify common aspects and challenges in students’ academic lives, as well as the socio and emotional competences deemed most relevant for the training of future physicians. To provide theoretical grounding for both the research and the design and development of the diary, we drew upon literature addressing the broad concept of socio and emotional competences, articulating two frameworks: LifeComp (Sala et al., 2020) and the Collaborative for Academic, Social, and Emotional Learning – CASEL (CASEL, 2013; 2020). This articulation led to the definition of 13 socio and emotional competences that guided the creation of the Aprender ao olhar para si Diary which consists of a set of reflective and self-assessment activities compiled into two A5-sized printed booklets. The proposal sought to encourage and value students’ engagement with a physical and playful materiality, thereby promoting moments of (self)connection. The diary was piloted and evaluated by seven medical students from different stages of the program (UFPA) and with diverse socioeconomic backgrounds, over a period of approximately 30 days. At the end of this period, we conducted individual, in-person semi-structured interviews, during which we collected the completed materials and listened to students’ reflections on their experiences with the diary. Findings highlight the relevance of the educational product in fostering self-reflective and self-assessment practices that are fundamental to students’ learning processes. The diary represents a pause within a dense, tense, and demanding academic journey that rarely encourages reflection on one’s own learning, diverging from the strictly technical and content centered approach that characterizes medical education programs. Furthermore, given its transversal nature, the diary can be adapted and applied to different contexts and levels of training, both in Medicine and across other fields of health education.
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Contrapontando: um roteiro de integração de competências para o ensino-aprendizagem da notação musical digital
(Universidade Federal do Pará, 2023-07-25) RODRIGUES, Rodrigo Gabriel Ramos; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This work presents the results of research carried out within the scope of the Postgraduate Program in Creativity and Innovation in Higher Education Methodologies at the Federal University of Pará (UFPA) aimed at the development and evaluation of an integration roadmap to enhance the teaching-learning process of Digital Musical Notation (DMN) for Music teachers in higher education. For this, we activated our experience as teachers of the Bachelor's Degree in Music at the Carlos Gomes State Institute (IECG), which was configured as the locus of the research. The resulting Educational Process (EP) from the research was titled "COUNTERPOINTING", and consists of a proposed teaching-learning journey made available in digital format, which systematizes a process of integrating digital and musical skills, based on the approximation of levels/layers previously defined by frameworks (CARRETERO GOMEZ, 2017; REDECKER, 2018) and musical theories, such as Swanwick's (1994, 1999, 2003, 2014, 2021). The construction of this research took place in six phases. In the first, we focused on characterizing the locus of our professional activity, from which it was possible to understand the structure of the IECG, the Bachelor's course, and the role of the Music Publishing disciplines within this course. The second phase was dedicated to mapping and analyzing six score editing programs, identifying differences and similarities between them. The third phase consisted of surveying information about the ownership and use of technologies among IECG students, reaching a sample of 30% of the student body of the institution. The fourth phase was for conceptualizing and discussing the premises of what we understand as DMN. In the fifth phase, we evaluated the content of the first version of the Educational Process (EP). The suggestions, recommendations, and comments received from the four evaluators allowed significant improvements to the EP, as well as a better understanding of the relevance of its proposition. The sixth and final phase, therefore, was dedicated to the conception and development of the final version of the EP, involving a design professional and text review. Among the results and contributions of this research, we highlight that the construction of the roadmap will enable teachers to expand the knowledge of their musician students, assisting in the study of other subjects and enhancing learning autonomy through technology. We believe that the development of this EP already benefits both the IECG community and any other teacher who is interested in promoting the development of Digital Musical Notation.
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GravidApp 2.0: aplicativo educacional para a prática da enfermagem obstétrica no ensino superior
(Universidade Federal do Pará, 2022-05-26) AMORIM, Claudiane Santana Silveira; SERRUFO, Marcos Cesar da Rocha; http://lattes.cnpq.br/3794198610723464; https://orcid.org/0000-0002-8106-0560; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This work focused on developing an educational application entitled GravidApp 2.0, which was designed to be a theoretical-practical support for students of the Obstetric Nursing (ON) discipline, offered by Magalhães Barata School of Nursing at the University of the State of Pará (EEMB/UEPA). The theoretical methodological foundation is based on the concepts and principles of Health Education, teaching practices in Nursing and the theoretical discipline of Obstetric Nursing, in addition to notions and debates on active methodologies and Educational Technologies (ET). This study was based on the development of five main methodological phases adapted from Instructional Design Model of Falkembach (2005). In the first, diagnosis of the intervention context, data survey made towards the UEPA context, the Nursing course and the ON discipline. In the second, the survey and analysis of reference applications, educational applications on obstetrics were mapped on the Play Store platform. The third phase was to create and prototype the educational product on the multiplatform Unity and with help and support of an interdisciplinary team of professor and students of the University Federal of Pará (UFPA). In the fourth stage, validation of the application content, the participants were 13 Nursing Specialist Judges (SJ), who evaluated the GravidApp 2.0 through a 30 itens questionnaire that was answered using the Likert Scale that basead the verification of the Contente Validation Index (CVI). Furthermore, SJ gave recommendations about the application’s usage and functionalities. In the last phase, the application was reviewed and finalized to make it available on Play Store. Among the results, the following stand out: (i) the development of a useful, innovative, creative and easily accessible application may enhance ON students’ learning. In addition, the application can be replicated beyond UEPA context; (ii) the educational product proved to be valuable in terms of its contents, reaching more than 90% of its IVC global percentage, presenting an excellent evaluation among the SJ; (iii) the contributions were important to the training and performance of the researchers involved in its development. In this perspective, GravidApp 2.0 has potential to make direct contributions to the production of Educational Technology in the area of ON in the Northern Region of Brazil, since it is an authorial technology that promotes teaching-learning and assistance to the future Nursing professionals, making them more engaged and qualified.
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No Caminho das Novas DCNs: diagrama sobre os elementos constitutivos dos PPCs de Engenharia
(Universidade Federal do Pará, 2022-08-05) RODRIGUES, Leidiane Rodrigues e; SANTOS, Iêdo Souza; http://lattes.cnpq.br/0003944334870038; https://orcid.org/0000-0003-2563-3245; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This research aimed at developing a guiding diagram about the elements that might constitute The Courses Pedagogical Projects (PPCs) of Engineering based on the new National Curriculum Guidelines (DCNs). The diagram corresponds to an educational product, in which derives and complements another two sub-products, entitled “Script to the analysis of PPC to the Engineering Courses” and “Synthesis instrument of analysis and evaluation of a PPC”, both directed to the analysis and evaluation of PPCs. Through this product, it was sought to contribute to Engineering Courses, mainly for the understanding of the new DCNs, which advocate many changes in the teaching-learning context and in the profile of the future engineers. From the referred guidelines and the theoretical framework studied, in this research, the PPC is understood as a key document to direct the implementation of what is envisaged in the DCNs. This research is of an applied nature, and it was conducted from a qualitative approach and exploratory feature. Among the methodological procedures adopted are: bibliographic research; documentary research; observations and informal conversations at CCNT/UEPA during our experience as a servant of the institution and also as a researcher, during the mandatory supervised internship of PPGCIMES; fundamental development of mental maps for the prototyping of the educational product; experts panel to evaluate the educational product and its sub-products. Considering the implication in the locus of the research, the CCNT/UEPA, we highlight the importance of carrying out a diagnosis about the locus of the research, which made it possible to analyze the PPCs of the four Engineering Courses of the institution, as well as to identify if these courses were already meeting the demands of the new DCNs. We could also identify the main characteristics of the CCNT/UEPA, understand its teaching policy, and the challenges and resistance inherent to an intervention process in the teaching learning context of the courses. As results achieved, and also as contributions, we emphasize the methodological experimental construction that has based the educational product development, the situational diagnosis of the PPCs from CCNT of UEPA and the contributions of this diagnosis to the initial testing of the product and the sub-products, and also the evaluation of the experts from the panel, who besides highlighting points of correction and improvements, emphasized the potentiality of the materials created to meet the new DCNs, covering the constitutive elements of the Engineering PPCs, promoting the adequacy process of the Courses to the new DCNs. Based on the above considerations, our intention is that the product becomes a working instrument for the coordinators and professors of the Engineering Courses of the CCNT and from other interested institutions, as well as potentializes our professional performance at UEPA, immediately returning the investment undertaken in our academic qualification.
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"Nós Por Nós": uma ponte formativa entre a comunidade e a extensão universitária
(Universidade Federal do Pará, 2024-08-13) MELO, Lilia Cristiane Barbosa de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This master's thesis investigates the Coletivo Cine Clube TF (CCTF) in the urban Amazon, analyzing its practices and their influence on the formation of peripheral youth. Structured in a pyramid of five formative dimensions – affectivity, ancestry, corporeality, citizenship education and political education – the research reveals how the CCTF reframes narratives of overcoming, promoting a positive identity for peripheral young people. The analysis of letters from the National Extension Forum (Fórum Nacional de Extensão - FOREXT) from 2016 to 2022 highlights the importance of teaching, research and joint extension, strengthening links with vulnerable communities. Using a qualitative approach that included documentary analysis, observation and interviews, the study reveals that Cine TF's practices – based on affectivity, ancestry, body expression, citizenship and politics – significantly align with the recommendations from the Pro-Rectors Forum Extension of the Brazilian Public Universities (Fórum de Pró-Reitores de Extensão das Instituições Públicas de Educação Superior Brasileiras - FORPROEX). These CCTF practices demonstrate effectiveness in reframing peripheral narratives, promoting self-esteem and new relationships with territories. The interaction between universities and peripheral cultural collectives, such as the CCTF, is highlighted as an opportunity to strengthen university extension and benefit communities through art and culture. In summary, my research seeks to identify subsidies and configure training dimensions for university extension, allowing the innovative movement of peripheral youth protagonism based on the experiences of the Coletivo Cine Clube TF. The research results in an e-book with dynamic activities based on the collective's formative experiences. The partnership between the CCTF and universities is seen as a promising path towards mutual strengthening, emphasizing the importance of promoting collaboration between different actors in favor of the development and empowerment of young people through arts and culture, contributing to the promotion of youth protagonism peripheral and the enrichment of the outreach.
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Privilégio e Interseccionalidade no Ensino Superior: sequência didática para docentes dos Cursos de Relações Internacionais e de Tecnologia em Comércio Exterior da UEPA
(Universidade Federal do Pará, 2024-03-28) SOUZA, Rose das Graças Bezerra de; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This work presents the development process and results of a Professional Master's in Teaching research that designed and tested a didactic sequence on privileges and intersectionality in Higher Education, aimed at teachers working in the Bachelor's Degree in International Relations (IR) and Foreign Trade Technology (COMEX) at the State University of Pará (UEPA). To this end, studies on the processes of democratization of Higher Education in Brazil were deepened, the concepts of Privilege and Intersectionality, as well as on different types of prejudices. Among the theoretical methodological foundations that guided the development of this research and the conception and testing of the proposed didactic sequence, we highlight Akotirene (2022), Almeida (2019), Barbosa e Silva (2017), Bento (2022), Carine (2023), Colins and Bilge (2021), Oliveira (2021), Ribeiro (2023), Santos e Silva (2018), Skidmore (1976), Souza (2022), Zabala (1998) among others. This research has applied and exploratory nature and the procedures adopted were guided by a qualitative approach (bibliographical, documentary research, interviews, among others). In total, the research comprised six methodological phases: (i) Bibliographic and documentary survey for theoretical deepening; (ii) Definition and diagnosis of the intervention context; (iii) Design of the educational product; (iv) Carrying out a pilot action to apply the educational product; (v) Systematization and analysis of Results; (vi) Review and systematization of the educational product. Among the concepts and themes explored in the didactic sequence, in expository moments, and through playful dynamics and discussions, the main ones were: (i) Concept of Privilege; (ii) Privilege and Education Relation; (iii) Public policies and the democratization of Higher Education in Brazil; (iv) Racism and its social implications; (v) Intersectionality: a possible analytical path. Among the results achieved, the involvement and collaboration of teachers from the IR and COMEX courses from UEPA stand out, who not only participated in the pilot action based on the sequence, but also gave important feedback for the review and improvement of the final version of the educational product. We also believe that the training proposal revealed by the sequence is relevant and significant for its participants, as confirmed through the reports and through the results obtained in the evaluation form filled out by the teachers. We also consider that this proposal has potential for replication as it is a learning facilitating mechanism, which extends to other courses at the Center of Natural Sciences and Technology (CCNT) and other UEPA campuses. As a space that promotes education, the Brazilian public university, due to its mission of bringing together a diversity of people, needs to commit to and be open to these discussions, especially those that encourage the adoption of dialogical and respectful attitudes towards individuals in their pluralities of profiles and origins.
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UNA: Jogo de cartas para o ensino-aprendizagem de referenciais do Design Moderno
(Universidade Federal do Pará, 2022-07-27) CARNEIRO, Marcele Pamplona; ANTUNES, Isis de Melo Molinari; http://lattes.cnpq.br/5387958094272494; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This dissertation presents the building process of an educational product entitled UNA, which consists of a card game for the teaching and learning of Modern Design references. In this regard, it started from the following focus issue: How to enhance the teaching-learning of important references of Modern Design, through the creation of a card game that stimulates the qualification among Design students? Therefore, the general objective was to develop a modified card game that presented Modern Design references, as well as assisted undergraduate students of this area to develop a visual repertoire for future creations/applications. Hence, UNA was created from adaptations of the original UNO®️ card game. In addition to it, a website was developed on the WIX®️ platform that provides access to content related to the Bauhaus for game users, a pilot theme chosen in this first version, which is based on the selection of images contained in the game's cards. The dissertation is divided into five chapters defined as it follows: (1) Pillars of Modern Design; (2) Teaching-learning and games; (3) Clues for the construction of the educational product; (4) Research Paths; and (5) The Educational Product. The theoretical framework that permeated the construction of the adapted game and its developments in the virtual environment was based on the texts written by Freire (1968); Malusa (2002); Gomes (2019); Kapp (2012); Kishimoto (2017) and Kaplún (2003), as well as theoretical and historical references about the Bauhaus School, with emphasis on the writings of Gullar (1998), Argan (1992), Droste (2006) and Gombrich (1999). As results achieved, we present a reflection on the use of the game in the classroom, as another methodological contribution tool that promotes students’ learning, in a playful way, and we provide a product that is a pilot card game, the UNA, available for appropriation in formal and informal learning environments, with the possibility of inserting other themes related to Design.

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