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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Caderno Digital Bio-Arte: o ensino de Botânica a partir de uma obra de arte
(Universidade Federal do Pará, 2019-05-10) SANTOS, Leidiane Jacira de Oliveira; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The teaching of Botany, in general, is marked by a traditional methodology, exhausted from lectures, with little practice and contextualization, becoming uninteresting and based on the memorization of nomenclature, with little approaching with the student’s experiences. In view of this, the work presented here deals with the production of a didactic material for the teaching of Botany, which aims at the integration of art and playfulness as auxiliaries in teaching this theme. In an education perspective based on 'Significant Learning' and the valuing of students' life experiences, work encourages creativity and innovation in teaching practices, seeking to expand the paths created by the brain, to favor student learning. Bio-arte is a Web Application, classified as a "Didactic-Pedagogical Notebook", which has the function of assisting in the actions of teacher teaching, and student learning, on 'Morphology and Classification of FLOWERS' in Higher Education . The starting point of the application is the screen "The Birth of Venus" (1,484) - by Sandro Botticelli. From it, the student can navigate to other slides and have access, in an interconnected way, to the subjects of Botany and Art, related to the picture and the theme of chosen teaching. As well as, the proposals of activities to be developed. The subjects are approached through texts, images, audios, videos and animations. In order to carry out this work, 'Mixed Methods' were used as a research technique, with 'Qualitative' and 'Quantitative' approaches - observation as participant and interviews. In addition to 'Exploratory Research' through 'Literature Review'. The 'Expert Panel' was used for product validation. Considering the assumptions described by the research, it was concluded that the Bio-arte product has real potential to meet the needs of the target audience, teachers and students of Higher Education, regarding the improvement of teaching-learning botany. Establishing for him, educational pillars based on interdisciplinarity, creativity and innovation. Using ludicity and art in the search for the integral development of the individual, his educational emancipation and the valuation of his previous knowledge, his identity and his interests. The application can act much more than as an object of learning, but also as a methodological process of teaching.
Acesso aberto (Open Access)
O ensino e a aprendizagem de estatística nos anos iniciais do ensino fundamental: o uso da ferramenta Scratch na formação do pedagogo
(Universidade Federal do Pará, 2021-12-20) SILVA, Sâmia Mota da; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The National Curriculum Parameters (PCN, in Portuguese) published in 1997 and incorporated into the Common National Curriculum Base (BNCC, in Portuguese) in 2017, advocate that Statistics should be taught throughout Basic Education, since the initial years. However, studies show that teachers in the early years do not receive adequate training because, when provided in the course's curriculum, Statistics is generally geared towards school administration, so it does not present content for its teaching. In this sense, this research started from the following focus question: How can Scratch contribute to the improvement of the Pedagogue's pedagogical praxis for the teaching of Statistics in the early years of Elementary School? The main objective of this research is to develop an educational product with guidelines for the construction of animations/games, using the computational tool Scratch, which can help Pedagogy students in the teaching and learning process of Statistics content, provided for in the BNCC for the early years of Elementary School. The Product developed is a material in PDF format entitled “Introduction to Scratch Quick guide for Pedagogy Students”. The research presents a qualitative approach of an applied nature, the research instrument used for data collection was the questionnaire. The product was tested by fifteen students from the Pedagogy course of public institutions and validated by an Expert Panel composed of three professors: two Pedagogues and one Statistician. The results presented show that the educational product meets the proposed objective, considering that the validation of the expert panel and the testing of pedagogy students were considered satisfactory, indicating that the product will be of great contribution to the target audience.
Acesso aberto (Open Access)
Estágio GO! Uma proposta de jogo de tabuleiro para a pedagogia
(Universidade Federal do Pará, 2024-03-25) COSTA, Tiago Henrique Paixão da; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The supervised curricular internship, in a school environment, of the Pedagogy course is a stage in which the undergraduate has the opportunity to follow and assist the work of a teacher in the classroom. In this context, joint work and an exchange of knowledge are necessary between all members who are part of the internship journey. According to Raymundo (2013), the internship is a time for socialization and exchange of experiences. However, due to a series of factors, this dialogue and openness are not favored, or are scarce and limited, or restricted to some specific moments. Therefore, this research had the main objective of developing Estágio Go! A board game, with mechanics based on Quests (Howard, 2022) and Roleplaying Games (RPGs), with the aim of facilitating the sharing of knowledge between members of the process. Pedagogy internship in the initial grades of elementary school. Based on the concept of simulated reality (Kapp, 2012), Estágio Go! Proposes an imaginary universe, in which the Pedagogy intern assumes the role of a player and faces a series of situations that could, in fact, happen in the real environment of the internship. . Once faced with these situations or missions, you must use your knowledge and experiences from your undergraduate studies to propose solutions and thus overcome the challenges of the game. This qualitative research was designed as action research and the methodological process was organized as follows: (1) bibliographical study on teacher training, supervised internship, use of games in the context of teaching and creation of board and RPG games; (2) development of the first versions of the board game; (3) testing of game prototypes carried out with students and teachers of the supervised internship discipline in the initial years of Elementary School, of the Full Degree in Pedagogy course at the State University of Pará; and analysis by two experienced school experts; (4) development of the final product Estágio Go! Improved according to the results of field experience and expert evaluation. The results of the investigation showed that the educational product Estágio Go proved to be an aid tool for the internship discipline and was well received by the students and teachers participating in the research.
Acesso aberto (Open Access)
L'Arrivée: jogo sério para potencializar o ensino do francês
(Universidade Federal do Pará, 2023-09-01) CAVALCANTE, Lorena Laís Mendes; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
This research focuses on the training of French teachers at the Universidade Federal do Pará, especially regarding their acquisition of speaking skills. To master the learning process of a foreign language means getting involved with it, and even more so when we talk about the training of the teachers of a foreign language. When we discuss teaching and learning, we look to strategies and pedagogical resources that might contribute to the acquisition of a skill set that is essential for a French teacher, focusing on their speaking competency. When we look for ways of stimulating the learning and development of this competency, we defined the objective of this research as follows: to develop a serious board game focused on the development of the speaking competency of undergraduate French teachers from the Universidade Federal do Pará. To reach that goal, we established specific objectives that focused on investigating the difficulties faced by these undergraduate teachers in the process of acquiring speaking competency, on the elaboration of tasks and challenges for the game, and on testing and validating the game with the undergraduate students. In this context, we relied on authors whose work supports the use of gamification as a learning tool, such as Schell (2008), Huizinga (2000), as well as authors who discuss the teaching/learning process of French such as Mattar (2009), Germain (1993), among others. We conclude this research by presenting the analysis of the data collected during tests of our educational product with the participants of the research.
Acesso aberto (Open Access)
Recrutadores de Conhecimento: um jogo sério para avaliação formativa em disciplinas teóricas
(Universidade Federal do Pará, 2024-03-21) PINHEIRO, Luiz Pedro Reis; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135; https://orcid.org/0000-0002-1177-3776
In this work, we sought to address the following central question: how can we assist instructors of theoretical disciplines in encouraging their students to engage in dialogue about the concepts of the subjects through a playful and immersive environment, allowing the instructor to observe what was presented and evaluate what was discussed? The main objective adopted as an alternative solution to this question was to present a serious game that would serve as an artifact for instructors to conduct formative assessments of the content covered, providing students with a playful environment for presenting syntheses of the concepts addressed up to that point. The choice of this theme arose from the observation of the need for instructors in the Professional Master’s Program in Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES) to identify students’ appropriation of the concepts presented in the disciplines, as well as the need for use in other subjects and diverse educational environments. As theoretical support for the research, we addressed the following concepts: Game, Gamification, Serious Game, and Edutainment. These concepts were explored to provide a foundation for product development. The research was conducted using the Action Research methodology, complemented by Design Thinking and the MDA (Mechanics, Dynamics, Aesthetics) framework. Throughout the research, various tests were conducted to evaluate the objectives and improve the product. To understand and guide the artifact’s development, a survey was conducted with higher education instructors to create a persona that would serve as a guide for the product. The tests were carried out with both low- fidelity digital prototypes and high-fidelity physical prototypes, always considering the user’s perspective and the research objectives. With the structured prototypes, we described the step-by-step applications and what we collected from each of the tests, detailing how they influenced the product. Subsequently, we conducted semi-structured interviews with some of the professors from the disciplines where the tests took place to assess whether the objectives were being achieved. Later, we described all the final characteristics of the game, detailing each component and how they impact the gameplay. Finally, we concluded with a report on what was developed and how the product impacted the professors who had contact with the research, presenting the results regarding the achievement of the defined objectives and the potential for replicating the product in other environments.
Acesso aberto (Open Access)
RIO DA MATEMÁTICA: um jogo de tabuleiro para auxiliar na aprendizagem de conceitos matemáticos na formação do/a pedagogo/a na UFPA – Campus Altamira
(Universidade Federal do Pará, 2023-07-03) VALE, Renan Rodrigues do; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The training of the pedagogue has been a permanent debate in academic research on different fronts, among them, on their training in mathematics considering that this professional works with the disciplines in the Early Years of Elementary School. The present dissertation had as general objective, to verify if the use of the game Rio da Matemática contributes to the formation of the Pedagogy Graduates and, consequently, feel more motivated to study and confident to teach Mathematics, and with specific objectives; a) to know the curricular components on the teaching of Mathematics present in the Pedagogy Degree course at UFPA; b) identify the difficulties of teaching-learning in Mathematics of Pedagogy Graduates and how they deal with these limitations; c) discuss the use of the game and playfulness in the teaching learning process of Mathematics; d) design an educational product that contributes to the teaching-learning process of Mathematics of Pedagogy Graduates; e) Use the Rio da Matemática game as a tool for the training of Pedagogy Graduates in the FTM discipline of Mathematics. About the research problem: how can the use of a board game contribute to the teaching of mathematical content in the training of Pedagogy graduates and in their didactic pedagogical practice in the early years of elementary school? Methodologically, a survey was made of the PPCs of the pedagogy course at UFPA on the offer of subjects related to the teaching of mathematics, regarding the construction of the educational product and the game, qualitative research was used, and through bibliographic and documentary research, and field research. It also includes the methodological steps for the construction of educational products, as instruments of data collection, an electronic form, pre-test matrices and product validation matrix with the students of the pedagogy course were used. It was concluded that students have certain gaps in the use of mathematical concepts in their daily lives, and a certain absence of teaching practices related to the use of games; while the FTM- of mathematics teaching students scored a possibility of a greater workload for the discipline. Regarding the analysis of the validation matrix, the product positively meets some dimensions and categories used for further analysis, with the exception of the transformation category, which the game does not make a contextual relationship between the content and pedagogy content. Thus, the Rio da Matemática game has the potential to be used and applied as a proposal for methodology and didactics in a playful way, enabling pedagogy graduates to learn and teach mathematics in a creative and motivating way.
Acesso aberto (Open Access)
Scratch para professores: proposta de construção de objetos de aprendizagem
(Universidade Federal do Pará, 2020-04-29) ROSÁRIO, Adriana da Conceição Barros do; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
This paper presents the conception, development, testing and validation of an educational product, which is a textual material in PDF format entitled “Scratch for teachers: proposal for the construction of learning objects”, this material presents the process of construction of learning objects (LO) through the Scratch programming language. The research presents a qualitative approach, in order to reach the objective, the following methodological path was necessary: conducting the research bibliography; exploratory research with pedagogy students through a conversation circle; documentary research to approach the context of the pedagogy course at Universidade Federal do Pará (UFPA); understanding of the Scratch programming language, selection and creation Scratch projects; choice of methodologies with the aim of placing pedagogy students at the center of the process of creation learning objects; creation video lessons; creation the channel “Scratch para Professores Criativos” on YouTube; creation of the “Studio Scratch para Professores Criativos”, on the official Scratch website; systematization and production of educational product content. The testing of the product was carried out in two stages, with teachers of basic education in the city of Bragança/Pará and with students of the pedagogy degree course at Bragança Campus of Universidade Federal do Pará (UFPA), and the validation was carried out with a panel of experts. For data collection, it was used participant observation, questionnaires with open questions and evaluation matrices of activities, methodologies, pedagogical resources, installation process of the Scratch programming language, programming and evaluation of LOs developed during product testing. In view of the analysis of the data collected in the stages of testing and validation of the educational product, it was realized that the process conceived in this research contributes to the construction of learning objects and, consequently, to authorial production and the innovation of pedagogical practices through the creation and use of LOs. The results obtained in the testing and validation stages contributed to the improvement and final qualification of the educational product.
Acesso aberto (Open Access)
Som em blocos: método para construção de conhecimento musical a partir de programação em MIDI
(Universidade Federal do Pará, 2021-09-30) FERREIRA, Rodrigo Rafael Rodrigues da Silva; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The current thesis presents the conception and development of SOM EM BLOCOS: Method for building musical knowledge from MIDI programming. The method concept has as its essence the music , in line with technological advances of software and teaching and learning in the musical field through programming, in particular, MIDI programming. In this sense, this work has as general objective, to develop a method to aid the musicalization of Multimedia Production Course undergraduates based on the music production software interface (DAW) and as specific objectives: to help undergraduate students without formal music instruction in the process of creating their own musical compositions, to appear as soundtracks, based on compositional elements of electronic music; promote musicalization processes of undergraduate students through digital tools, without the necessary presence of traditional instruments; qualify and better support potential self-learning processes of undergraduate students and, at final, present initial and experimental ways of applying the method for University teachers. To construct this method, we used as reference texts by Keith Swanwick, Èmile-Jacques Dalcroze, Paulo Freire, Ausubel, Jean Piaget and Seymour Papert. Thus, the work is structured as follows: Presentation of the method's development trajectory, theoretical basis, characteristics of the method's functioning and, finally, the first experiences of its application. The method is called SOM EM BLOCOS (Sound in Blocks), because its principles are based on the graphic visualization of the musical elements that DAWs provide, leading the learner to manipulate blocks of musical information as if they were pieces of an assembly game. The method benefits from the musical structure, aesthetics and production techniques of electronic music, by the repetitions, influence of minimalism and ostinatos, which favor the musical composition from rhythmic cells and simple melodic phrases, ideal for the exercise of the beginning composer-musician . It is concluded that the method has a good effectiveness as a musicalization instrument, leading the learner to assimilate fundamental concepts of music, through the practice of composition, without the presence of conventional instruments in the initial music teaching.

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