Navegando por Orientadores "COLFERAI, Sandro Adalberto"

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Cartas para Amazônia: convergências entre saberes locais e Ensino Superior
(Universidade Federal do Pará, 2023-07-31) SILVA, Aldenora Pena da; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
Traveling through the various sides of Amazon region is the invitation of this present The present paper. The objective of the research is to contribute to the promotion and appreciation of Amazonian identities in teaching and learning processes experienced by undergraduate students from the North Region of Brazil. In this regard I intend to promote discussions through the convergence between the local knowledge and higher education. The Pedagogical Letters are used in this research as a methodological support for those discussions and to increase connections among students from different realities and different places in Amazon region by reviewing their surroundings, sharing impressions, and identifying themselves in the eyes of others based on differences and similarities. The purpose is to initiate a journey guided by various theories which support this research. The journey begins with the theoretical-methodological proposal by Jesús Martín-Barbero (2004), supported by Deleuze and Guattari (2000) and Passos, Kastrup and Escóssia (2015), such theorists identified in the cartography as a study perspective opened to different views that enable the researcher being part of the research by affecting and being affected by those experiences. Paulo Freire thoughts are present as a methodological tool in the Pedagogical Letters and in the claimed theories of a transformative, critical and emancipatory education. To substantiate the discussion on identity the theories of Stuart Hall (2005), Néstor Canclini (2008), Rogério Haesbaert (2010), Silva (2012) and Oliveira (2019) contribute to the understanding of the confusing ways of the Amazon formation. The discussion on higher education institutions is supported by the theories of Mello (2007) and Mello, Almeida Filho and Ribeiro (2008). It is not possible to develop a research on pedagogical letters without mentioning Wolton (2006), Freire (1985), Amabile (2012) and Paulo e Dickmann (2020) and the concepts that permeate the paths of communication, creativity and intentionality in the exchanged letters. Supported by such theoretical-methodological foundations, we developed the educational product Cartas para Amazônia, which is composed for a) Travel Kit: that brings clues on how the exchange of correspondences can occur methodologically and b) Travel Diary: from the research experienced by me and the students-correspondents and from discoveries and the connections among different worlds and knowledges the final educational product – Collection of Letters – Cartas para Amazônia rises. The exchange of letters proposes to bring, to each of the student-correspondents, the intersection between local and academic-scientific knowledge, enabling a diferente view of their own reality by sharing with others their conceptions of what associates them with this place in the world, appreciating their identity relationship and promoting practices engaged linked with the preservation and appreciation of Amazon.
Acesso aberto (Open Access)
Cientize: oficina para fortalecer a mentalidade científica por meio da produção textual
(Universidade Federal do Pará, 2024-04-03) AMARAL, Jônatas Miranda; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
This dissertation is about the elaboration and application of the educational product Cientize, which consists of a pedagogical workshop of production of texts to develop the scientific mentality of students in undergraduate courses, considering the experience of students and the management of knowledge related to creativity, motivation and dialogue in the process of scientific writing. For this purpose, the workshop was structured on the basis of a didactic sequence, with emphasis on the elaboration of experience reports. Thus, a research-action was developed, in a qualitative and applied manner. To support this research, we are based on the theoretical assumptions on scientific thinking in the light of Feyerabend (1977), Alves (1981), Morin (2011), Freire (1996; 2001; 2014), Chassot (2003) and Haack (2009), as well as approaches on scientific writing with creativity in the Light of Volpato (2015), Marchioni (2021), Boaventura (2006) and Koch and Elias (2012). The research reveals that the product has potential for the development of the scientific mindset of students, insofar as it offers theoretical and practical grants to teachers for the application of reflective, dialogue and creative activities for the work with scientific writing, with the practice of producing experiences. The product works with actions that contemplate aspects that promote scientific work, described in 4 interconnected materials called: Cientize Workshop – Guidelines, Centize Workshop - Pedagogical Resources, Motivation Book and Journal of Learning Reports. The workshop is intended for application in bachelor's degree courses, and can also be intended to undergraduate courses in various areas, always seeking an interdisciplinary process that can favour environments of creative production from the materials and proposed script.
Acesso aberto (Open Access)
Gênero textual fichamento de resumo: uma sequência didática para o ensino-aprendizagem nos semestres iniciais de cursos de graduação
(Universidade Federal do Pará, 2019-05-15) BRITO, Ana Lúcia da Silva; OLVEIRA, Emília Pimenta; http://lattes.cnpq.br/3683186030112093; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537; https://orcid.org/0000-0003-3914-3773
The current thesis is composed of action research, qualitatively and applied nature. It is about the production and application of a Didactic Sequence, intending at the development of writting skills of undergraduate students about the genre descriptive annotation, allowing them to write more adequately in specific contexts of communication such as academic, political, pedagogical or everyday. Deeming that Didatic Sequence is arranged around a discursive genre, the annotation descriptive is picked as genre to elaborate this work. To uphold this research, the theoretical assumptions of the discursive / textual genres were grounded on Bakhtin (2003) and Marcuschi (2005). With respect to the textual genre, Campos (2015), Rocha et al. (2017) and Weg (2006), and on the organization of SD, the postulates of Dolz, Noverraz & Schneuwly (2004) were sustained. Eleven initial productions and eleven final productions were assayed, the results of which evidenced the proficiency of the learners in producing the descriptive annotation. Thus, the research reveals that the Didactic Sequence, as a methodology, allows the gradual improvement in students' writing skills.
Acesso aberto (Open Access)
Newsgame aplicado ao ensino de jornalismo: uma proposta de guia informativo para docentes
(Universidade Federal do Pará, 2022-08-05) RIBEIRO, Mayave Carolina da Silva; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
The product, called Start Game, was developed as a proposal for an informative guide about Newsgame for Journalism teachers. The informative guide was hosted in a free virtual environment that converges multimidia didactic materials and presents Newsgames as a teaching-learning tool. The study that originated the product was due to personal experiences lived in the classroom by this author and, from questions about the teaching of the disciplines of the Journalism course, the inspiration for the research emerged. From such inquietudes, the research on how the pedagogical curricula are used in the courses brought information that indicated that, as time went by, the National Curricular Guidelines, which govern the pedagogical curricula, prioritize an increasingly balanced involvement of theoretical and practical class, that is, students should be offered both theoretical and humanistic supporte, as well as support focused on the professional daily routine. As the research continued, the Newsgames (games based on news and real events) were found, by studying their structure and how they are developed, and an opportunity was seen to present to Journalism course teachers a teaching approach based on this type of game. Thus, the study intended to develop a product that indicates how Journalism teachers can use Newsgames as a strategic tool for teaching journalism, so that the product fits as an initiation artifact to the theme, reinforcing the potential of Newsgames for meaningful teaching. To this and, the study presents characteristics of Newsgames that qualify them as didactic resource that promotes meaningful teaching, make it more attractive to students, as well as the enrichment of teaching activities through gamification, which enables the engagement and protagonism of students in their learning process. Thus, a final product was developed in the format of an informative guide for Journalism teachers, called Start Game.
Acesso aberto (Open Access)
Pontes de ensino: caminhos para o ensino superior híbrido
(Universidade Federal do Pará, 2019-05-16) CRUZ, Suellainy Vieira da; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
The dissertation describes the process of conception, elaboration and validation of an Educational Product, called Bridges of Teaching, whose purpose is to assist teachers in the use of hybrid teaching, which is understood in this work as the integration of distance and presence moments. We chose to develop the product in a hypermiditic way, due to the possibility of user interaction with the product, as well as the use of different languages and supports. For product development, a multi-methodological strategy was implemented, with theoretical support in Bonin and Sinos (2004). The process of research and elaboration of the product took place in four stages: theoretical foundation, with which it was sought to identify the contextualization about the use of percentage of time load at distance in undergraduate courses; to check conceptions about innovation in higher education; to verify the teaching methodologies that can be used in the implementation of hybrid education; identify digital information and communication technologies - TDICs that can be used in the implementation of hybrid education. The second stage of the research consists in the accomplishment of a single case study, carried out at the Federal University of Pará - UFPA, which focuses on the integration of distance and face-toface teaching in undergraduate courses at the Federal University of Pará, through of the virtual learning environment of the Integrated System of Management of Academic Activities - Sigaa. The case study has three sources of evidence: documentary, direct observation and interviews. The third stage of the research consisted in the construction of the prototype of the educational product Bridges of Teaching, which was based on the methodology proposed by Amante and Morgado (2001) for the elaboration of hypermedia materials. The last step of the research was the validation of the product, which took place through a panel of experts. The validation occurred in two stages, the first one evaluated the product in relation to four aspects: appearance, structure and navigation, content and innovation. The results showed that some changes were necessary in the product, mainly in relation to the appearance. After the changes this aspect was again validated and the results demonstrate the improvement of the current version compared to the previous version.