Navegando por Orientadores "DINIZ, Marcos Monteiro"

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Acesso aberto (Open Access)
Abordagem para aprendizagem de língua inglesa em cursos intervalares por meio de WhatsApp: primeiros passos
(Universidade Federal do Pará, 2019-05-13) COSTA, Rafael Silva; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This study aimed to work with activities for the development of communication skills of students of English Language Undergraduate Courses, in an interval setting. In order to achieve this, the methodological procedure of the Practical Action-Research, which is composed of four research cycles, was used to achieve the main objective of this dissertation: to develop activity guides for the use of instant messaging applications with the purpose of helping students in teacher training undergraduate courses organized in an intensive setting. In Cycle I, four steps were performed to identify the problem within the context, in this case, the interval courses. Virtual questionnaires were used to understand the most present difficulties in the process of learning the English language of course students. Therefore, in Cycle II, an action plan was developed to assist in the development of communication skills through the use of Language Learning Strategies (LLS) developed by Oxford (1990). Within this cycle, the validation process of the activities proposed by a panel of experts occurred, with the purpose of proposing adjustments and evaluating the feasibility of the proposal in the context of the interval courses. After adjustments suggested by the specialists, Cycle III was implemented, where the activities were carried out in which new data collections and analyzes were carried out to adjust the proposal while it was in execution. With this, it was moved to Cycle IV, whose objective was to collect from the participants suggestions for improvements and adaptations of the proposal. Therefore, the first volume of the five guides for the use of LLS in instant messaging applications was developed. It was noticed that there are still difficulties and obstacles to be overcome in the implementation of the proposal, such as: access to the internet of participants living in remote locations, regularity of activities and participants' engagement. However, this project is valid for the context it is aimed at, for being a relevant resource in the English Teacher Education process.
Acesso aberto (Open Access)
Inglês na Palma da Mão: de um projeto inspirador à construção de um guia digital
(Universidade Federal do Pará, 2020-05-12) LIMA, Allana Camyle de Melo; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This research aimed at creating a product to support the digital pedagogical practice of English teachers on WhatsApp application by analyzing data from a work that it is called “English in the Palm of Hand” project which was designed for 25 students of the English language teaching undergraduate program at the Federal University of Pará on WhatsApp application and validating the product by using an Expert Panel composed of three English teachers and three researchers from the fields of language learning and teaching, mobile learning and Information Digital Communication Technologies and Education. The product “English in the Palm of Hand: a guide to support the digital teaching practices on WhatsApp application” provides guidance, three activities and digital materials for English teachers(GIFs, images, videos and PowerPoint Presentation). This study is grounded on theoretical discussions regarding the mobile learning concept (SACCOL; SCHLEMMER; BARBOSA, 2010; BRAGA, 2017, among others), its advantages and limitations (SACCOL; SCHLEMMER; BARBOSA, 2010; SILVA; ROCHA, 2017, to mention a few), mobile learning as a tool on teacher education (BARAN, 2014, among others), the history, definition and features of the WhatsApp application, (LOPES; VAS, 2016, to mention a few), as well as how language is used on application (MARTINS; BATISTA, 2005; MAGNABOSCO, 2009, among others) and finally, the possibilities and limitations of using WhatsApp as a pedagogical tool (OLIVEIRA et al., 2014, to mention a few). This research is considered a qualitative case study (FONSECA, 2002; MARTINS, 2006; DÖRNYEI, 2007).The research instruments were: the students’ interaction records on application, a semi-structured individual interview and the researcher’s field notes. The results point out the relevance of the project actions and activities because they involved aspects of the students' reality and interest, increased the students’ opportunities to use the language, built affective bonds among them, encouraged their reflection and autonomy in their own learning process, as well as presented the challenges and technological, technical, and pedagogical practice limitations related to the methodology in the digital environment. The results of the product validation point out the need of some adjustments related to the text review and correction .The guide was considered relevant to support and inspire English teachers who work in different contexts to apply, think and rethink other activities besides the ones proposed on the guide.
Acesso aberto (Open Access)
Metodologia 7Cs: uma proposta de ensino e aprendizagem para disciplinas introdutórias à programação
(Universidade Federal do Pará, 2020-05-08) LIMA, Árllon Chaves; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; DINIZ, Marcos Monteiro
This thesis presents the conception of a teaching and learning methodology for introductory subjects to programming, entitled 7Cs Methodology, composed of seven dimensions (Understanding, Conceiving, Completing, Compatibilizing, Correcting, Building and Creating) and which aims to facilitate the learning process of the basic contents of algorithms, in order to minimize difficulties of undergraduate students of courses that include introductory subjects to programming, subjects that are often held responsible for high retention and dropout rates in undergraduate courses in the area of Technology and Information. The conception of such a methodology was based on the principles of Ausubel's Meaningful Learning Theory (2000) and was initially inspired by Campos' work (2010). Participant observations were held in two different undergraduate courses at the Federal University of Pará (UFPA) and a pilot test in the Algorithm Leveling Program (PNA – Portuguese acronym) at the same university. Then, from the observations and data obtained, the methodology was applied in the subject Algorithms, from the Bachelor's Degree in Computer Science, also at UFPA. It was verified the possibility of using the methodology in a flexible way, with feasibility, both in leveling courses and in the subject of Algorithms at the undergraduate level. Observed elements indicated the potential of the 7Cs Methodology to assist in reducing difficulties in understanding the basic concepts and in the development of skills associated with algorithm subjects, with the verification, throughout the applications, of more active involvement of students and the development of specific skills related to the construction of algorithms. Finally, a Guidance Material was prepared, with a brief description of the 7Cs Methodology and examples of possible ways of its application, to illustrate its principles and assist teachers interested in using it.
Acesso aberto (Open Access)
Metodologias ativas em contexto universitário: desenvolvimento de um curso de capacitação voltado para docentes do ensino superior
(Universidade Federal do Pará, 2021-06-24) LEAL, Djanira de Oliveira; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This research aimed to develop a training course in active methodologies for teachers at the Federal Rural University of the Amazon (UFRA). The course, entitled Active methodologies for university contexts, corresponds to the educational product conceived during the research and had as its final object the creation of a Pedagogical Design (PD) covering its entire structure. Through this training, we sought to promote mainly the use of teaching strategies based on the principles of active methodologies. The initial stage of the study comprised a diagnosis of the locus of research, which made it possible to identify the characteristics of the institution and its teaching-learning policy in order to adapt the training to the institutional context. In addition, it was possible to draw a profile of the teaching methodologies available at the University, considering the students' point of view and expectations regarding teaching practices developed at the institution. The diagnosis made at UFRA showed the existence of an institutional environment favorable to the implementation of this type of training. The results obtained from this study also enabled the identification and training of a team of professors from the University, who already used activities based on active methods in their classes, which resulted in the invitation to participate in an action research focused on supporting the preparation of the PD of the course. The product testing stage involved conducting a pilot experiment, that is, the first course offering at the institution. The analysis of this experience recommends that the development of this type of training can contribute to help teachers better understand the concept of active methodologies and improve the process of planning and using active methods in their classes. The data collected in the product testing also provided subsidies for the improvement of the training proposal. Considering the germination characteristic of the product, it can be inferred that, with the necessary adaptations, the course can be applied in other training contexts that have similar objectives.
Acesso aberto (Open Access)
Oficina pedagógica para docentes em formação: concepção de jogos educativos para alunos com dislexia
(Universidade Federal do Pará, 2019-05-08) SILVA, Shirley dos Santos; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This is a qualitative research of an applied nature, starting from the question-focus: How can the systematization of a pedagogical workshop contribute to the initial formation of teachers, motivating them to elaborate educational games to facilitate the learning of dyslexic students? Thus, this research proposed as general objective to systematize a pedagogical workshop as teaching-learning methodology that approaches theory, practice and creativity, in the initial formation of teachers. For data collection, the procedures of bibliographical research, documentary research were carried out, and the pedagogical projects of the undergraduate courses in History and Pedagogy were analyzed, a questionnaire for primary school teachers and a form for the participants of the Workshop for validation of the product. In this way, the educational product titled "Pedagogical Workshop for Teachers in Training: Designing Educational Games for Students with Dyslexia" was structured and evaluated, with the objective of developing the pedagogical workshop methodology, in order to enable an educational action that articulates theory and practice, providing workshop testing and validation, as well as promoting meaningful learning and the making of educational games for use with dyslexic students. The field of application of the product was the Federal University of Amapá and the Federal University of Pará. The workshop was aimed at academics of undergraduate courses in history, UNIFAP and the UFPA Pedagogy course. The product was submitted to the validation process aiming at its improvement, and for that purpose the panel technique was used. It was important to bring to the academic public the proposal of a workshop, as they demonstrated an interest in the themes of games and dyslexia, as well as understood the meaning of the workshop for teacher training and revealed that they will replicate the practice as a methodological teaching-learning strategy.
Acesso aberto (Open Access)
O uso de princípios de metodologias ativas em oficina de formação continuada e integração de equipes sociopsicopedagógicas da assistência estudantil das IFES
(Universidade Federal do Pará, 2022-07-25) NASCIMENTO, Adriana Maria Gomes do; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This dissertation reports a professional master's research in the area of Teaching. It is composed by a theoretical-methodological part that guides the research and the other discusses the proposal of the study that we developed and resulted in the educational product, proposal for the structure of a continuing education workshop for the sociopsychopedagogical team of student assistance. The general objective of the study was the development of a creative and innovative educational instrument that could foster the process of continuous and integrated training of social workers, psychologists and pedagogues who are part of sociopsychopedagogical teams, who work in student assistance at federal institutions of higher education. The proposal arose from preliminary bibliographic studies that found the lack of materials and guidelines that could contribute to the orientation of the work carried out by the sociopsychopedagogical teams, since it is still considered a relatively new area of activity. For this purpose, the main conceptual axes used were: principles of active methodologies; educational instruments and technologies; meaningful learning; continuing education and integration; creativity and; innovation. The product proposal consisted of carrying out a workshop with a multidisciplinary team that works at the Student Assistance Superintendence - SAEST of the Federal University of Pará - UFPA. In the methodology, the research site and the resources needed to carry out the workshop were detailed, which was carried out in a remote format, so that it could meet both the norms of social isolation due to the New Coronavirus pandemic and facilitate the participation of professionals that work in Student Assistance on the UFPA campuses, which are located in the interior of Pará. Each hour of 30 hours was divided into: asynchronous activities and three synchronous meetings. The workshop, based on the principles of active methodologies, enabled professional reflection in a teaching-learning context, where it can be negotiated and discussed dialogically among the senses, arguments, positions, thoughts, which contribute to the process of personal construction and interpersonal of the team, based on the multiplicity of versions on the themes addressed chosen by the participants themselves. Although this educational product cannot solve all the training and integration problems of socio-psycho-pedagogical teams on its own, it proved itself capable, during the pilot test, of contributing to the teaching-learning process, in the construction and in the strengthening of knowledge, through reflections on professional practices and which roles currently circumscribe Student Assistance. It should be noted that the product has the potential for germination and can be applied to other training contexts that have objectives similar to those indicated in this study, provided that the necessary adaptations are made.