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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Item Acesso aberto (Open Access) Aprendizagem baseada em projetos mediada pelo uso de WebQuest na formação inicial de professores de língua inglesa(Universidade Federal do Pará, 2024-03-20) MARTINS, Tania Cristina Silva; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879The professional development of pre-service English language teachers plays a fundamental role in the context of contemporary Brazilian education, such as, for example, in preparing future teachers for the development of lifelong learning skills, namely, good communication, critical thinking, digital literacy, among others, just to name a few. Such teacher development can help the teacher to better identify, critically and reflectively, the needs and interests of students, and enable personalized learning, through each student's life projects. Therefore, this research aimed to present an educational process based on project-based learning (PBL), mediated by the use of WebQuest, for pre-service English language teachers. Grounded in the principles of the qualitative research approach and using the action research method, the educational process, entitled “WebQuest: project-based learning in English language teaching”, was planned, applied and evaluated in the context of the degree subject “Technologies in the teaching and learning of foreign languages”, in the English language teaching major, at the Faculty of Modern Foreign Languages (Faculdade de Letras Estrangeiras Modernas - FALEM), at the Federal University of Pará (Universidade Federal do Pará - UFPA). The results of the evaluation of the educational process demonstrate its effectiveness in contributing to the pre-service English language teachers' professional development, by creating conditions for meaningful learning about PBL, mediated by the potential of WebQuest, both as a technological resource and as a methodology. It should be noted that this educational process was evaluated by student-participants in the research and by expert teachers. Furthermore, by integrating PBL and WebQuest, the educational process gained aspects of innovation and replicability. It is concluded that this research can contribute to the advancement of knowledge in the field of study of PBL in the Brazilian context of teaching and learning the English language, with regard to curricular integration, teacher development and the incorporation of digital technologies in PBL.Item Acesso aberto (Open Access) Narrativas de indução pedagógica na alfabetização e o podcast Vozes Docentes: uma conversa entre a ilha do Marajó e Belém do Pará(Universidade Federal do Pará, 2024-06-14) SILVA, Jessika de Assiz da; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530Narrating oneself during training in pedagogical induction, within the field of literacy, means perceiving oneself in the midst of the self, others and training. Experiencing formative paths with teacher authorship and a theoretical basis, immersed in school reality, was challenging in this life-research-training trajectory. A subjective, collective and unrepeatable dive into living the experience in an autobiographical, narrative and Larrosian way. Thus, I wove this conversation between the island of Marajó (Salvaterra) and Belém do Pará through an Amazonian narrative, experienced in the process of pedagogical induction in literacy. This journey followed the course of the river of the creative narrative research writing methodology (Lucio, 2020), which converges at its source the autobiographical dimension, at its mouth the fictional dimension and on its bank the self-formative dimension. I entangled this work with my Marajoara autobiography; the fictional one of a girl and a literacy teacher from the 1960s and the self-formative one in the research on pedagogical induction. A transfluence of the narrator, literacy teacher and researcher who finds herself with training in a field that is still little studied: teacher induction and the podcast, as a pedagogical resource that has enhanced the training of Pedagogy undergraduates. My aim with this trip was to build a podcast as a formative educational product of pedagogical induction in literacy. In order to navigate Guajará Bay on the shores of the Federal University of Pará, in the waters of the Amazon, my methodology was based on narrative research (Clandinin; Connely, 2015). On this voyage, important crew members are boarding the ship. In the bow are our theoretical references: Clandinin and Connelly (2015), Lucio (2016, 2020), Nogaro, Kuhn and Moreira (2021), Larrosa (2002), Suarez (2017), Smolka (2012) and Santos (2014). The authors are the subjects of the research: students on the Pedagogy course at the Federal University of Pará, immersed in the UFPA School of Application, located in Belém. To build the data that fueled this ship, on the port side we have a systematic review of the literature over 10 years, on the starboard side we have the development of a pilot induction project, and in the hold we have the analysis of letters as narrative pedagogical documentation and in the hatch we have the Vozes Docentes podcast. In view of this, the hull of this ship (our considerations) shows that, when mediating a training process in pedagogical induction, through the podcast, I have to take a political, epistemological and methodological stance, in which I consider the subjects as inventive authors of their cultural history from their own voices. It's not talking about, it's talking with. Throughout the pedagogical induction process involved in the social reality of the Amazonians, which is based on experience as that which touches us and runs through us, the voices written in the letters – which I transpose into the voices spoken in the podcast – emphasize experience, alterity, affectivity and the student-teacher-student relationship as substantial premises for the student's formation within pedagogical induction in literacy.