Navegando por Orientadores "LOPES, Suzana Cunha"

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Acesso aberto (Open Access)
Ciência investiga: proposta de sequência de aprendizagem investigativa para formação inicial de professores de ciências
(Universidade Federal do Pará, 2024-03-20) SANTOS, Pedro José Matni dos; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; https://orcid.org/0000-0002-8363-7562
This dissertation presents the research called Ciência Investiga: Proposed Sequence of Investigative Learning for Initial Training of Science Teachers. The work was developed under the Graduate Program Creativity and Innovation in Higher Education Methodologies (PPGCIMES), in the research line Creativity and Innovation in Educational Processes and Products (CIPPE). In an introductory way, the context of Teacher Training is presented with a focus on future science teachers, with dialogues about this scenario and debates about the changes in the roles of teachers and students in the classroom. For this, we sought to understand the Training of Science Teachers and what are the challenges during the course through the survey of Natural Sciences Degree Courses (LCN) in the State of Pará, which train Science teachers to work in Elementary School II and their respective Pedagogical Projects. From bibliographical research, readings on Teaching by Research (EI) and Active Methodologies, the theoretical contribution of this work was built to propose a didactic and investigative methodology adapted to the context of Higher Education, skills to learn to investigate, investigate to learn, investigate to teach and teach to investigate among science teachers in training. Thus, it was developed, as an educational product, a Sequence of Investigative Learning (SAI) focused on the use by Higher Education teachers in the scope of Natural Sciences Degree courses for the teachers of Science of Basic Education. Understanding that the context of Initial Training of teachers in Natural Sciences is challenging, it is intended, through this product, to provide an approach that provides new experiences and skills through collaborative and investigative work.
Acesso aberto (Open Access)
Ciências do Mar: Curso de Extensão Universitária em uma comunidade costeira da Amazônia
(Universidade Federal do Pará, 2024-03-22) OLIVEIRA JUNIOR, Antonio da Silva; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; https://orcid.org/0000-0002-8363-7562
The present work presents the co-creation of an educational process that materialized as a University Extension Course, within the scope of the Master's in Teaching course of the Postgraduate Program Creativity and Innovation in Higher Education Methodologies, at the Federal University of Pará (UFPA), in correlation with the objectives of the Decade of Ocean Science for Sustainable Development, established by the United Nations (UN). The objective of this research was the construction of an extension course, as a curricular activity of the Degree in Natural Sciences course, which is linked to the Institute of Coastal Studies (IECOS) at UFPA, located in the municipality of Bragança, in the northeast of the state of Pará. , in a collaborative way with students from the Natural Sciences course and members of the women's savings club “Maré Alta”, from the coastal community Vila dos Pescadores, located on Ajuruteua beach, in the municipality of Bragança, working with themes of Marine Sciences and encouraging the construction of activities that enable the sustainability of the local community. This dissertation is structured into six chapters, which narrate the conception and development of the educational process, which are, respectively: The Decade of Ocean Science for Sustainable Development, which addresses the importance of stimulating research and sustainable actions to preserve the Ocean and coastal environments together with the populations that reside in them; University Extension as a basis for rethinking the structuring of academic extension activities in undergraduate courses at the Federal University of Pará (UFPA); the Theory of Learning through Experience, constructed by the philosopher John Dewey and visualized as the potential energy for the co-creation of this educational process; The Tide Methodology - parts one and two, being a methodological format designed for this educational process, which makes up the experience of planning the co-creation of the extension course and the experiences surrounding the course; Extension Format for the Coastal Environment that we want, representing the analyzes and considerations on the learning and construction of knowledge that occurred throughout the extension course; the sixth chapter describes the final plan of the extension course, with step-by-step instructions on how other educators can also develop this experience. Throughout the exploration of the co-created methodology, the evaluation and validation processes carried out by all participating subjects are evident, highlighting the exchanges of experiences and lived moments that served as a basis for the contextualization of concepts, both physical and other scientific concepts, perceived in the coastal space. The aim, with this co-created extension course, is to collaborate with the process of curricularization of extension in the Degree course in Natural Sciences at UFPA, offered in Bragança/PA, contribute to the objectives and goals of the Decade of Ocean Science and stimulate studies of Physics concepts and other scientific concepts in a contextualized way, through dialogue between scientific knowledge and local knowledge, in experiences in a coastal environment.
Acesso aberto (Open Access)
Plataforma Rumo: um ambiente interativo para aprendizagem baseada em projetos no ensino superior
(Universidade Federal do Pará, 2020-09-28) OLIVEIRA, Fransuze dos Santos; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610
This work aimed to design a prototype of an interactive platform that facilitates the use of the Project Based Learning (ABPj) approach in higher education. As theoretical references, we are based on studies and reflections on conceptions and principles of Project-Based Learning, Active, Meaningful and Collaborative Learning, theories about the construction of knowledge from experience, interaction with others and with the world, the autonomy of the educating, throughout its metacognition process. For the construction of the prototype, qualitative research was carried out, with the creation of instruments and workshops to build the product's functionalities. Among the most relevant points are the understanding of the applicability of the ABPj approach, the critical points from the perspective of teachers and students and which are the most important functionalities, in addition to the construction of specific tools for planning and monitoring the approach. Another important point was the realization of courses on the ABPj approach to enable its understanding and application in a clear way, with the visualization of a step by step and, thus, the systematization of teaching from the approach in question. As a result of the research, it was possible to obtain a) the identification of critical points for the application of the ABPj approach; b) the systematization of teaching and assessment planning in the ABPj approach; c) the construction of a platform prototype, including screens and functionalities, which, as an interactive tool, contemplates the systematization of the previous item. The main conclusions are: a) the application ABPj, as a teaching and assessment approach, requires a clear understanding of teachers and students and, therefore, the organization of the teaching-learning process is fundamental; b) the platform as a digital tool will allow data collection that will serve as a basis for countless analyzes, making the teaching, evaluation and learning process a living system in constant improvement based on the identification of the results of previous practices.
Desconhecido
Recursos metodológicos para gestão do relacionamento com egressas/os da pós-graduação na Universidade Federal do Pará
(Universidade Federal do Pará, 2022-08-08) FIGUEIREDO, Mônica de Souza; CUNHA, Janice Muriel Fernandes Lima da; http://lattes.cnpq.br/4027012189701116; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610
The relationship between the alumni of postgraduate has become an emerging theme, stimulated, among other factors, by the valorization of indicators of social impact in national and international evaluations of higher education. This research presents the following guiding question: How to assist the coordinators and secretaries of the postgraduate programs from the Federal University of Pará (UFPA) to enhance the management actions of the relationship between the alumni students and their associated programs? To propose a solution to this questioning, the research aimed at developing methodological resources to assist in the relationship management with the alumni students from the postgraduate programs of UFPA. The theoretical background was based on the study of the history and the management of postgraduate programs in Brazil, as well as the scenario of postgraduate programs at UFPA. Another theoretical basis were the studies about the alumni students, specially referring to the relation between the alumni postgraduate students and their programs, and how this relationship can be fostered since the entrance period. From this discussion, it is proposed an initial conception from the term “alumni students’ relationship management”. In the same way, a survey about how UFPA currently holds the relationship management with the alumni students was carried out. In this diagnostic, it was clarified that the postgraduate programs are a complex scenario, and that the alumni students’ relationship management have been highlighted in the discussions about the management and the assessment of the postgraduate programs in Brazil, although the theme is incipient. Therefore, it is proposed two educational products composed by a set of methodological resources directed to coordinators and secretaries of postgraduate programs (as the first target audience of the research), for it to be used in the administrative, academic, and relationship management among the students (future alumni students) and alumni students. The methodological approach adopted was composed by bibliographical and documental research, state-of-the-art, the target audience profile survey, and a survey containing the information about the relationship with the alumni students in the reports of Coleta CAPES 2020 of the postgraduate programs of UFPA. The validation/co-creation of the product was realized through six sections, with groups of two or three participants each, totalizing 15 collaborators, who discussed all the educational product’s components. For the development of the methodological resources that compose the product, it was established four timeframes: the entrance, the middle way, the conclusion, and the alumni. As a result, it was elaborated a methodological matrix, with assessment criteria for each timeframe, that can be used by postgraduate programs for the relationship management with their students and alumni students. As a proposal for the matrix application, it is indicated the use of graphics as the “wheel of life” type, in which it is summarized the evaluative aspects and allows a diagnosis for the program and a self-evaluation to the student/alumni student. The second product is a strategies catalogue to the relationship management with the alumni students, with guidelines for actions to the creation and maintenance of relation with the alumni students. For a better diagnosis and selection of strategies to be applied, it is attached to the product a perception graphic of the relationship with the alumni students. It is expected this product to be an aggregator component for the postgraduate programs and to foster the collaborative and integrated work of management between coordinators and secretaries of postgraduate programs.
Desconhecido
Trilha Viva: dinâmica educacional para (re)aprender a empreender jogando
(Universidade Federal do Pará, 2025-05-23) MENDES, Felipe Teixeira; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; https://orcid.org/0000-0002-8363-7562
This study presents the development and validation of Trilha Viva, an educational tool designed to foster entrepreneurship learning among undergraduate Business Administration students in higher education. Based on the integration of active learning methodologies and experiential learning, the research aimed to answer the question: to what extent does a playful strategy, such as Trilha Viva, enhance the teaching-learning process of entrepreneurship? To achieve this objective, a mixed-methods approach was adopted, structured in three stages: initial diagnosis, prototype development, and product testing. The diagnostic phase included surveys administered to students from two higher education institutions, identifying gaps in entrepreneurial education and confirming students’ interest in more dynamic and experiential practices. In the development phase, the product was prototyped based on the identified demands, incorporating playful elements and problem-based situations. The testing phase was conducted using a quasi-experimental strategy, with pre- and post-game assessments to evaluate the impact on the understanding of entrepreneurial competencies. The results indicate that Trilha Viva promoted learning, increased self-awareness of entrepreneurial competencies, and generated engagement among participants, validating the game as an effective active learning tool. Furthermore, the experimental application allowed for adjustments between game versions, improving its pedagogical structure and game mechanics. The research concludes that Trilha Viva contributes to the integration of theory and practice, strengthening entrepreneurship education in higher education and providing methodological support for educators seeking more interactive and contextualized strategies.