Navegando por CNPq "CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO"

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A prática docente na Escola Bosque: o desafio educativo de uma proposta construtivista
(Universidade Federal do Pará, 2004-11-23) SOUZA, Eliana Silva de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
In this paper, I investigate the professional experiences of six Elementary School teachers, in which I include myself, from Centro de Referência em Educação Ambiental Escola Bosque Foundation, Belém/Pará, whose educational project embrace interdisciplinary constructivist environmental perspective that presuppose effective pupils participation in constructivist knowledge process interacting scholar contents and making the research possible. Aiming at drawing a profile of pedagogic actions lived in a context of social, historical and cultural implications which reveal structural subsides involved in the investigated educational project, I present docent narratives and report my own pedagogic practice. For such deeds, I utilize theoretical presupposition of narrative research that considers the reports of individual significant experiences from involved people, and I contextualize the docent practice establishing a dialog with pertinent literature and with the schools own documental material. From obtained data I could testify that some pedagogic practices glimmered at Escola Bosques physical space, even presenting imperfections, configure themselves as constructivist and interdisciplinary and institute themselves by research, becoming a special action to be considered for teaching quality amelioration.
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Abordagem CTS no ensino de astronomia: formação de professores mediada pela situação problema “Centro de Lançamento de Alcântra”
(Universidade Federal do Pará, 2015-01-20) SANTANA, Elisangela Barreto; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This work is a result of focused research to understand the contribution and seize the possibilities and restrictions of the Science, Technology and Society (STS) approach, mediated by a situation – problem in continuing education teachers, in order to provide a reflective, critical and independent of science teachers in specific in Astronomy Education. The theoretical constructions around the teacher training are guided in the arguments of reflective teacher, but this very intentional reflective practice from the perspective of reflection to action. The weaknesses and astronomy education challenges are presented in the theoretical frameworks and the construction of a new reference in this context was given by the discussions and buildings around the case "Alcântara Launch Center". The environment that composed this research was a continuing education course, aimed at science teachers in the context of an action research as part of a qualitative research. The study gathered seven professors of federal network, state and municipal school, which through an investigative action, in inverted symmetry format, appropriated the theoretical and practical frameworks of STS teaching approach. The analysis methodology, my choice was the discursive textual analysis by understanding it as a facilitator of the process to seek, express and construct meaning the investigated field. In this respect, I realized the relevance of excerpts related to the constructions of knowledge and training buildings, which led me to organize and present the results in two sections, namely: (1) citizen Education: articulating CTS and scientific knowledge on astronomy: this section includes buildings necessary for the appropriation of scientific knowledge related to the issue and problem Alcantara, (2) Reflective training for professional intentional action: in which converged the prospects of reflex actions in the sense of reflection for action, converging different perspectives of the subjects around personal and professional values, necessary for conscious and intentional professional action. The work showed me the practical value of the STS approach and the possibility of Astronomy teaching be presented in context, and reflective practice. As for teachers, provided the construction of a new framework and the possibility of a differentiated pedagogical practice, focused on civic education.
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Abordagem da bioética em âmbito escolar: proposições constantes de livros didáticos de biologia
(Universidade Federal do Pará, 2011-06-20) CONCEIÇÃO, Luiz Carlos Silva; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
This research aimed to clarify whether and how bioethics is treated in textbooks of biology high school, as well as analyzing how to approach the theme in these books helps students to meet him, becoming able to understand and think critically about the subject and issues in the contemporary context. To do this, investigated books offered by the National Textbook for Secondary Schools (PNLEM) in the light of some assumptions of content analysis methodology. Beacon this search on two guiding questions, namely: (i) What is written on bioethics in biology textbooks? (ii) With what frequency and intensity of this theme is presented in these textbooks? In this perspective, for the first question, the propositions of the books that underlie the issue could be framed in two broad categories: holistic medical bioethics and bioethics. These categories of greater amplitude could be divided into subcategories on different topics and issues (cloning, stem cells, etc.) That are part of the theoretical field of bioethics, for which I sought to make some inferences about the manifest content and explicit selected books that express some kind of reflection on the ethics of the issues addressed, analyzing them in light of theoretical frameworks of bioethics. The analysis of the second question in sub-dispensed split because, in general, bioethics is scarce and too superficial in the way it has been presented in textbooks, failing to elicit reflection by the reader. The approach to bioethical issues in basic education is essential, since the impacts caused by techno-scientific development are becoming more pronounced in society and the environment. Thus, it is essential that the biology textbooks undergo an intense reformulation in order to be pedagogically to monitor changes complemented by acclaimed new guidelines and bases for the Brazilian educational system that, at least in theory, recommend actions for Education, especially school education, aimed at an efficient and effective ethical and citizen.
Acesso aberto (Open Access)
Abordagem de ensino e aprendizagem para estudantes com Transtorno do Espectro Autista no ensino superior: “Tecendo Perspectivas na Aprendizagem Invertida”
(Universidade Federal do Pará, 2021-12-17) PAIXÃO, Ivanir da Silva; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842
The increasing demand of students with Autistic Spectrum Disorder entering higher education has changed the educational scenario and fostered important discussions about the need for inclusive education and the use of adequate pedagogical/methodological materials for teaching this specific public. By reflecting on these needs, considering the scarcity of teaching material and attempting to contribute to the inclusion of the ASD students in higher education, we based this research on the following question: How to assist university professors on the process of teaching ASD students? The main purpose of this research is to create a teaching material composed by guidelines and methodological strategies which are based on active teaching and learning methodologies. In this context, we developed an educational product named TEAr. It consists of a pocket book for university professors that focuses on teaching students with Autistic Spectrum Disorder. It was based on the guiding principles of active teaching-learning methodologies; hence it proposes an adaptation of inverted learning in order to meet the main educational needs of ASD students. In order to elaborate the product, we carried bibliographical research on active teaching-learning methodologies applied to teaching students with ASD, the public policies for inclusion on general and inclusion of ASD university students specifically, and the academical characteristics of students with ASD by working with reports from the university students themselves. After conducting the bibliographic research and analyzing the reports, we created the project’s proposal. The proposal was submitted to the evaluation of a experts’ panel, which consisted of 3 different representations: a teacher, a student with ASD, and a UFPA’s mentor. The goal was to collect suggestions and make adjustments. After the contribution of multiple perspectives, the final version of TEAr was considered suitable to be used by university professors who teach undergraduate students.
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)
Afrofuturismo na educação: criatividade e inovação para discutir a diversidade etnicorracial
(Universidade Federal do Pará, 2020-05-27) ROCHA, Helena do Socorro Campos da; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
“Afrofuturism in Education: Creativity and Innovation to discuss ethno-racial diversity” is the research theme that addresses the applicability of Afrofuturism in Education in Professor Education classes at the Federal Institute of Education, Science and Technology of Pará (IFPA) Campus Belém. The overall objective was to create innovative and creative Afrofuturist environments, methodologies and instruments to discuss ethno-racial diversity at IFPA. It uses the method of Cartography through the clues: process monitoring, attention, narrative policy and intervention research according to Passos, Kastrup and Escóssia (2015). The research narrative flows through four stories and at each passage there is an orixá who guides the character Ananse Afrofuturista in his search for creativity and innovation. In the first and second stories, Ananse was taken by Oxumarê to Cinema Namibe in Angola with the following concern: How can an Afro-Futuristic Virtual Reality environment make innovation visible in the creative making of Ethnic-racial Diversity? In the third story, Oxum, the lady of Abébé, guided Ananse to the IFPA campus Belém in search of answers to the following concern: how does CartoDiversidade promote empowerment in a creative and innovative way in dealing with ethno-racial issues through the production of teaching materials? CartoDiversidade is an active methodology based on Cartemática, coined by Vaz (2018) and aims to promote interdisciplinarity between Art and Ethnicorracial Diversity through the Afrofuturist Movement. It consists of three Letters: Letter Inspiring Principles, Letter Exercising the Look and Letter Inspiration, using the principles of Maker culture and STEAM methodology. In the third story Ananse was guided by Oxaguiã, the lord of innovation and creativity, to the inventories produced as a product of the Inspirational Letter. Ananse found that the NEAB Virtual is a resource that makes the innovation of the creative making of Ethnic Diversity visible, with the fundamental characteristics of Afrofuturism impregnated in the products exposed in the context of each specific knowledge: ancestry, technology, autonomy and a possible future. The CartoDiversidade caused interdisciplinary connections between Afrofuturism and ethno-racial diversity permeated by creativity and innovation visible in the cartocurar and cartofazer in the three cards. CartoDiversidade is configured in a powerful active methodology in dealing with ethnic-racial diversity, bringing to the fore, in this specific case, the possibility of empowering male and female students through Art with the Afrofuturist movement, making them protagonists of their learning and inserting their voices and narratives with authorial educational products. CartoDiversidade, inspired by Cartemática, can be adapted to any curricular component and its Guide is the main product of the research. It was possible to see the innovation in the making and the creative process of the students from the clues produced in the Afrofuturistic inventories that served as an instrument where the change of posture is perceived in the face of the ethno racial diversity that sprouted from the inside of each one, often hurt in the academic path. The results show with this experience that environments, methodologies and innovative Afro-Futuristic products enhance creative learning about ethno-racial diversity.
Acesso aberto (Open Access)
Alfabetização matemática: uma concepção múltipla e plural
(Universidade Federal do Pará, 2016-06-03) MARQUES, Valéria Risuenho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This thesis presents elaborate reflections and arguments from the investigative path of literacies that are beyond the school walls. The qualitative research, developed with ethnographic emphasis, aims to analyze the elements present in the learning of children from early years, beyond the walls of the classroom, to an understanding of literacy (mathematics) as multiple and plural. The research collaborators are children of two classes, a basic cycle I 2˚ year with 18 children and another of the Basic Cycle I 2˚ and 3˚ years with 13 students from schools located in riverine areas of Belém-PA. Analyses are interpretative. Pictorial or oral manifestations later systematized in episodes were assessed in the light of the outstanding theoretical framework. The collected material were made selections about what was referring to literacy (the school or outside), the learning context for culture and relations with mathematics (experienced in school or not). The agenda is theoretical foundation in Edgar Morin (open rationality), Mia Couto, D'Ambrosio, Conceição Almeida (learning the culture and Teresa Vergani. The results are based on evidence that allow me to defend the thesis that mathematics literacy it is multiple and plural and is in dialogue and complementarity between school knowledge and knowledge developed in informal learning environments where children engage in experiences and experiences that allow learning by doing, observing, interacting, listening.
Acesso aberto (Open Access)
Análise de metodologia baseada no sistema personalizado de instrução num curso introdutório de eletromagnetismo
(Universidade Federal do Pará, 2009-02-18) SOUZA, Sandro Aléssio Vidal de; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
Despite being essential for apprenticeship, the stimulus to the student’s active posture (versus the listener’s one), the respect to the individual learning pace, the formative evaluations and the supply of systematic feedback to the student are frequently outside the classrooms in schools and colleges. A strategy to bring such characteristics to the classrooms is through individualized teaching. One of the individualized teaching procedures most documented and applied is Fred S. Keller’s Personalized System of Instruction (PSI). Intensively used in the 70‟s, thousands of articles were published about PSI, giving vast empirical evidence about its results, which, in general, is superior to other forms of teaching. In spite of that, the application of this method began to decline in the 80‟s. Among the reasons for that, it’s possible to highlight the amount of initial efforts that were necessary to build a course based on the PSI, the possible resistance from teachers and educators due to the change in the teacher’s role from knowledge transmitter to advisor and the necessary logistics to provide a systematic feedback to students. It’s also worth to emphasize that, independently from which factors contributed to the decline in the usage of PSI, its efficiency is unquestionable. At the present work, an individualized teaching methodology based on the PSI was analyzed and experimented in an introductory course of electromagnetism for Physics students at the third college semester at the Federal University of Pará (Brazil). This methodology employed some of the characteristics of the PSI, respecting the features of the subject like the presence of long calculations and absence of tutors. There was evidence that, despite the introduced modifications, the application of the methodology may bring many of the positive results obtained with the application of the PSI.
Acesso aberto (Open Access)
Aonde você vai, maçariquinho?: produção de websérie em desenho animado para divulgação das neurociências e processos migratórios de aves marinhas
(Universidade Federal do Pará, 2019-05-27) ALEXANDRE, Ângela Tamires Nascimento; DINIZ, Cristovam Wanderley Picanço; http://lattes.cnpq.br/2014918752636286; https://orcid.org/0000-0001-6611-6880; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; https://orcid.org/0000-0003-4687-1840; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842; https://orcid.org/0000-0002-8969-7320
Neurosciences constitute a set of knowledge that works with the cognitive and neural development of living beings and use innumerable sciences to explain the functioning of the nervous system. Because of this, it works with several technical terms, which are familiar only to researchers of the area. So, it is necessary to disseminate the scientific knowledge produced about these contents, so that the general population can appropriate of it and use it for their well-being. For the dissemination and propagation of this knowledge, it is possible to propose a media product capable of working scientific contents in a comprehensible way, without the knowledge produced by science loses its technical rigor. This way, a web series in cartoon, product of this research, can contribute for some contents of Neurosciences to be disseminated in an accessible and playful form. Thus, it is possible to draw the attention of the public, from the cartoon, and to provide scientific information in a place that promotes interactivity (web series) and development of the autonomy of the viewer in the choice of the resource that he accesses through hyperlinks made available on the screen, while watching the web series. Therefore, the product of this dissertation is the animatic of the pilot episode of the web series in cartoon “The Adventures of Rico and Sami” in addition to all the planning and the products derived from this process, as literary scripts, technical scripts, concept art of characters and scenarios of the other episodes of the second season of the web series, object of this research. This product aims to disseminate Neuroscience concepts, from the explicitation of aspects of the migratory process of seabirds, through a fictional narrative hypermedia based on parameters of scientific dissemination. It is hoped that, when working with complex contents with accessible language, Neuroscience topics can be better understood by the population.
Acesso aberto (Open Access)
Aplicação da metodologia da sala de aula invertida no ensino da botânica para o ensino médio
(Universidade Federal do Pará, 2020-11) NASCIMENTO, Nilton Cleber Melo do; MARDEGAN, Silvia Fernanda; http://lattes.cnpq.br/2255825871255432; https://orcid.org/0000-0003-3057-8973
Research-based teaching has emerged as an alternative to traditional classes, where the teacher is the only source of knowledge. In this context, the flipped classroom is considered an innovation in the learning process, where the idea is that the student absorbs the content through the virtual environment, and, when arriving at the classroom, he is already aware of the subject to be developed. The inverted classroom creates conditions to have a more active participation of students, implying a change in practice and the development of strategies that guarantee the organization of a more interactive learning and closely linked to students' real situations. This type of change proves to be essential and urgent in the teaching of botany, since even though they enjoy a series of benefits generated by plants, few know the extent of the appropriate resources of these beings. A better understanding by the students of the importance of plants in their daily lives is necessary. However, many students and teachers believe that botany teaching in the traditional ways are unattractive or even discouraging. The objective of this work is to create a methodological guide applying the methodology of the flipped classroom in botany teaching for High School. In this methodology, video lectures were recorded in green spaces in the city, encouraging students to recognize the local flora and identify its basic characteristics. Positive changes are expected in the teaching and learning process and an appreciation of the importance of botany in students' daily lives.
Acesso aberto (Open Access)
Aplicativo Point Docente: suporte educacional aos docentes que atuam com estudantes surdos no ensino superior
(Universidade Federal do Pará, 2022-06-15) MORAES, Alcione Batista da Silva; GONÇALVES, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
The research aimed to develop an educational application, with basic themes, based on the contribution of teachers' experiential knowledge in the education of the deaf in higher education. The product is an educational application called Point Docente and can support the self-training of teachers who have no experience with this public. The theory is based on the contributions of experiential knowledge (TARDIF, 2000; PIMENTA; GHEDIN, 2006; PERRENOUD, 2000) and education for the deaf (LACERDA; SANTOS, 2013; PERLIN, 2006). The study was carried out through applied research. The technique used was an interview with a semi-structured script, aimed at teachers with more than three years of experience who teach Libras in Higher Education, who are involved with the deaf culture. In addition, testing and validation questionnaires were applied to professors with experience in Higher Education, with or without involvement in the education of the deaf and professionals with training in the field of computer science. For the creation path, the Design Thinking (DT) approach was used with stages of empathy/definition/ideation/prototyping/testing and validation. The prototyping platform used was the Application Factory. Testing the prototype pointed out necessary adjustments regarding the organization of the contents of the material suggestions menu. The validation demonstrated that the application has an excellent average and that it can be recommended to support the work of other professionals. Finally, the Point Docente Application can be considered an informative and supportive tool for teachers who have little or no experience with deaf students, thus strengthening their educational practices and teaching with a more inclusive perspective.
Acesso aberto (Open Access)
App Nortear: protótipo de aplicativo educacional como apoio ao docente que atua com discente com Transtorno do Espectro do Autismo no Ensino Superior
(Universidade Federal do Pará, 2024-02-15) FERREIRA, Juliene de Sousa; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
The right to academic inclusion of Autism Spectrum Disorder (ASD) students is provided in Brazilian state policies and legislation. Its implementation, and the increase of students with ASD enrolled in Higher Education, as a result, the educational scenario has changed. This student faces several adaptation obstacles due to their specific needs and teachers have difficulties in dealing with these students in the classroom. In these terms, the objective of this research was to develop an educational mobile application prototype (app) to support teaching practices in the classroom with students with ASD in Higher Education. This is an applied research, field survey, quantitative and qualitative, using semi-structured interviews, with teachers who have already had experience with students with ASD in Higher Education and an online questionnaire with the multidisciplinary team of the Accessibility and Inclusion Centers (NAI ) from UFRA and UFPA. Among the central authors of this research are: Tardif (2014), who understands that knowledge is acquired from personal experiences; Pimenta, Anastasiou and Cavallet (2003), who study teaching in Higher Education presupposing reflection and evaluation of practices; Kenski (2012) and Moran (2015), who argue that education can be mediated by technology and Pressman (2016) who states that an app provides support to users in solving problems. The study was also supported by official documents and legislation regarding ASD. To develop the app prototype, we used the evolutionary process model with prototyping as a methodological reference with the main steps: gathering requirements; agile planning; project modeling; prototype development; validation from eight specialist judges in Special Education and feedback on functions. The application named APP NORTEAR was developed using the Figma, Kodular platforms version: 1.5B.3 - Fenix, Canva, Draw.io and Trello. A high-fidelity prototype was developed, with the following contents: Understanding ASD, suggestions for pedagogical practices, relevant guidelines and Accessibility and Inclusion Centers. Based on the evaluations of the expert judges, it was possible to validate the content, functionality and usability of the app. In the judges' assessment, important suggestions were made and will allow the development of new versions. The evaluation results allow us to affirm that the developed application prototype has the potential to support the practice of teachers without training in academic inclusion to work with students with ASD.
Acesso aberto (Open Access)
Aprender ao olhar para si: diário para fomentar a Aprendizagem Socioemocional entre graduandos(as) de Medicina
(Universidade Federal do Pará, 2025-03-17) LINHARES, Lı́via Costa Dorice; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This study addresses the design and evaluation process of the Aprender ao olhar para si Diary, aimed at fostering socio and emotional learning among undergraduate medical students. To this end, we conducted an applied study with a qualitative approach, grounded in a methodological stance informed by the perspective of complexity (Morin, 2010), the notion of tentative processes (Braga, 2010), and the recognition of the relationship and the intertwining of our lived experiences as researchers and authors with the theoretical-methodological decisions adopted. The development of the educational product stemmed from a specific context, the Faculty of Medicine (FAMED) at the Federal University of Pará (UFPA), where we conducted semi-structured interviews with the vice-director and with preceptors who are also alumni of the program. This process enabled us to identify common aspects and challenges in students’ academic lives, as well as the socio and emotional competences deemed most relevant for the training of future physicians. To provide theoretical grounding for both the research and the design and development of the diary, we drew upon literature addressing the broad concept of socio and emotional competences, articulating two frameworks: LifeComp (Sala et al., 2020) and the Collaborative for Academic, Social, and Emotional Learning – CASEL (CASEL, 2013; 2020). This articulation led to the definition of 13 socio and emotional competences that guided the creation of the Aprender ao olhar para si Diary which consists of a set of reflective and self-assessment activities compiled into two A5-sized printed booklets. The proposal sought to encourage and value students’ engagement with a physical and playful materiality, thereby promoting moments of (self)connection. The diary was piloted and evaluated by seven medical students from different stages of the program (UFPA) and with diverse socioeconomic backgrounds, over a period of approximately 30 days. At the end of this period, we conducted individual, in-person semi-structured interviews, during which we collected the completed materials and listened to students’ reflections on their experiences with the diary. Findings highlight the relevance of the educational product in fostering self-reflective and self-assessment practices that are fundamental to students’ learning processes. The diary represents a pause within a dense, tense, and demanding academic journey that rarely encourages reflection on one’s own learning, diverging from the strictly technical and content centered approach that characterizes medical education programs. Furthermore, given its transversal nature, the diary can be adapted and applied to different contexts and levels of training, both in Medicine and across other fields of health education.
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/0000-0001-5403-0879
The 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.
Acesso aberto (Open Access)
A arte de programar: um encontro criativo e inovador entre a programação científica e a arte computacional
(Universidade Federal do Pará, 2022-07-18) SÉRIO NETO, Franco de Miranda; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
The art of programming: a creative and innovative encounter between scientific programming and computer art is the theme of this research that aims to investigate the potential of computer art to promote creative learning in scientific programming. The main concern of the research was the following question: what potentialities of computer art promote creative learning in scientific programming? Understanding computer art as a promising path for the development of creativity and innovation in scientific programming, this research explored works and the creative processes of computer artists such as Waldemar Cordeiro and Hamid Naderi Yeganeh. As for the research methodology, we adopted the cartography method, inspired by the concept of the authors Deleuze and Guattari (1995), who essentially propose, in the context of intervention research, to follow movements, processes and entanglements in the investigated territories. As discussed by Passos, Kastrup and Escóssia (2015), cartography becomes the very expression of the subjective, of the paths, which is never given a priori, but will be discovered along the process. Thus, the research work becomes an exercise in mapping life and its processes, drawing the forces that move and transform research in the investigated territories. In this way, the movements of a cartography are guided by clues that will allow the researcher-cartographer to do, under the objects of study, an intense observation to understand their formats in a movement of construction and invention. For this research, four clues were selected: intervention research, cartographer attention, monitoring processes and a narrative policy. The narrative policy adopted was inspired by comic books and the cinematographic work Star Wars to create characters whose mission is to explore the territories of scientific programming and computer art. The research is narrated in four episodes. In Episode I, the theoretical references on creative learning are investigated. In Episode II, the creative potential of the Processing language is explored in the context of research. In Episode III, the creative processes of artists Waldemar Cordeiro and Hamid Naderi Yeganeh are mapped in search of connections between scientific programming and computer art, as well as inspiration for authorial productions with Processing - p5.js for the web. In Episode IV, we present the main product of the thesis: the website Arte de programar, with 3D art galleries and interactive content.
Acesso aberto (Open Access)
Atos e lugares de aprendizagem criativa em matemática
(Universidade Federal do Pará, 2019-06-25) NERI JÚNIOR, Edilson dos Passos; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411; https://orcid.org/0000-0003-1583-6129
Acts and Places of creative learning in mathematics is the cartography of experiences and interdisciplinary experiences in places of learning that pontentialize creative learning to autonomous. Acts guided by principles of Maker Culture ("learning by doing") and the STEAM methodology (acronym formed by the initials of the disciplines Science, Technology, Engineering, Art e Math). Places (real or imaginary) that are centers of meaning built by experience, experience as a possibility of something in the affection and touches, to transform who we are and the world around us. The main research goal is to investigate how interdisciplinary actions can help creative learning in math. As starting points of the research elected the Departure Places to present the initial and theoretical milestones that characterized a research. Initial milestones that take to the theme of the dissertation and the theoretical milestones that justify and indicate the results of the research. As theoretical milestones, we adopt the method of cartography such as method of research based in the proposal of cartography of the philosophers Gilles Deleuze and Felix Guattari; The concept of creative learning inspired by the ideas of the educator Paulo Freire and the psychoanalyst Donald Winnicott and the concept of interdisciplinarity proposed by Ivani Fazenda. Thus, the research was fullfilled by a researcher-cartographer who is a subject of interdisciplinary experience and who wishes to follow processes, accomplish creative actions and conditions innovative educational resources with the objective to estimulate e promotion a creative intelligence in higher mathematics. The places chosen for the actions were the Garage, the Atelier and the Gardner House. The Garage proposal is try a "mathematical hands dirty" by prototyping learning objectives in the 3D printer. The Atelier is the space of interdisciplinarity between math, technology and art that objective stimulate sensibility by rereading art and creative productions. At Gardner House, actions are also permeated by the playful, simple pleasure of solving a problem or unraveling a riddle. Finalizing with the Place of the Conflux, place to where to the results of the research converge; a meeting point of the lived experiences and point of opening for new possibilities of research.
Acesso aberto (Open Access)
Banco de Produtos Educacionais Acessíveis (BPEA) como proposta estratégica para Núcleos de Acessibilidade
(Universidade Federal do Pará, 2024-06-24) WANZELER, Jaqueline do Nascimento Brito; SARDINHA, Ana Paula de Andrade; http://lattes.cnpq.br/5647500559593317; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686
The objective of this work was to develop a prototype of a Bank of Accessible Educational Products (BPEA) that support Accessibility Centers in Higher Education. In this context, the BPEA enables the standardization and storage, search/consultation, preservation and sharing of institutionally prepared Accessible Educational Products (PEA). The research was divided into five moments: 1) In the first phase, a bibliographical search was carried out in the data-bases between 2020 and 2023 on topics of interest; 2) Technical visits were then carried out at the Accessibility Coordination at the Federal University of Pará (UFPA) and at the Amazon Center for Accessibility, Inclusion and Technology at the Federal Rural University of the Amazon (UFRA) with interviews and application of the form on Google Forms and collection an exhibition of Accessible Educational Products created in the last five years; 3) In this phase, planning began through diagrams using Unified Modeling Language (UML) in the relational model; 4) PostgreSQL implementation of the database in the specificities/functionalities raised in partnership with the Institutional Scientific Initiation Scholarship Program (PIBIC)-UFPA 5) In the last phase, validation tests were carried out based on the Digital Preservation Reference Model ( OAIS) using the Likert scale (in four scales). You Selected experts were from four groups (teachers, pedagogues, accessibility and information technology professionals) and the validation results demonstrate the potential to contribute to accessibility services in the “Curriculum, Communication and Information” axis of the Include Program of the Minis-try of Education. Finally, it is believed that the BPEA prototype demonstrates how necessary the automatic management of Accessible Educational Products is to improve the lives of education professionals and apprentices, in addition to contributing to the evolution of Accessibility Centers in Higher Education in Brazil.
Acesso aberto (Open Access)
Boas práticas de gestão escolar no município de Paragominas-PA, com base nas competências do(a) gestor(a)
(Universidade Federal do Pará, 2024-06-17) SOUZA, Joelma do Socorro de Oliveira; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
School managers are responsible for designing and implementing practices that improve students' academic outcomes. Considering the role played by these leaders, the Conselho Nacional de Educação (CNE) (National Council of Education) has approved, pending ratification, the proposal for a Base Nacional Comum de Competências do Diretor Escolar (BNC - Diretor Escolar) (Common National Base of Competencies for School Principals). In this context, and based on the author's concerns and motivations, the study addressed the central question: How can we identify and map effective practices of school managers in municipal early childhood education and primary schools in Paragominas, Pará, that enhance student learning, considering the competencies and skills described in the BNC Diretor Escolar? The main objective was to identify and systematize good practices of school managers in public schools in Paragominas, Pará, to promote student learning, based on the competencies and responsibilities of the school manager. This qualitative research employed a variety of procedures and techniques across six stages of the methodological process. Thirteen practices were mapped in five different municipal schools. From these practices, daily responsibilities of the managers emerged as crucial for the functioning and success of the schools, highlighting the complexity and diversity of the roles assumed by these professionals. The competencies identified as essential for the role were also those needing further development for more effective school intervention. The research provided an opportunity for self-reflection among the managers regarding their own responsibilities and competencies, resulting in the educational product “Catálogo de boas práticas de Gestão Escolar em Paragominas/PA: contribuições para a melhoria da aprendizagem dos(as) alunos(as)” (Catalog of good school management practices in Paragominas/PA: contributions to improving students learning). We hope this catalog will contribute to the field of school management training and performance, as well as to education specialists, teachers, pedagogy students, and others interested in the subject.
Acesso aberto (Open Access)
#BORAPROCURAR: conjunto de cartas didáticas para auxiliar no desenvolvimento de habilidades para busca informacional em bibliotecas universitárias
(Universidade Federal do Pará, 2022-08-25) VARANDA, Francisca Moreira de Sousa; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
This dissertation demanded the development of the educational product “#boraprocurar: a deck of didactic cards for informational search at university libraries”, aiming to answer the following guiding question: “How to assist users in the development of skills for informational search in catalogs and collections of university libraries?”. This answer is linked to the achievement of the main goal outlined, which is to assist in the development of skills for informational search in catalogs and collections of university libraries, with the help of a deck of didactic cards divided into phases, having as reference the context of the Central Library of the Federal University of Pará (BC/UFPA). In the theoretical reference, we discussed the informational skills at libraries, highlighting, especially, the university library, and we described the locus of the research, the BC/UFPA. In order to characterize the public to which the educational product is intended, we brought data from the V National Survey of Socioeconomic and Cultural Profile of Undergraduate Students of Federal Institutions of Higher Education of the National Association of Directors of Federal Institutions of Higher Education (ANDIFES). The methodological procedures used were based on applied research, through a qualitative approach, divided into three phases. The first phase refers to contextual, bibliographic and documentary research, with the mapping of the libraries of the 14 largest universities in Brazil in numbers of students enrolled in the graduation, focusing on the users’ instructional materials of education. The next phase is inherent to exploratory research with observation of the informational search flow of BC/UFPA users and data collection with students from UFPA. Finally, the third phase concerns the survey of products and studies similar to the one proposed in this dissertation. For the development of the educational product, we established the following work stages: contextual research, design and elaboration of the deck of didactic cards, and product validation. This process resulted in the elaboration of the educational product, from its prototype to its final version, with a test carried out with students from UFPA. It is possible to affirm that the main objective has been reached, a fact attested by the positive answer to the guiding question of the study, which aimed to contributing to the continuous process of developing informational skills and learning of library users.
Acesso aberto (Open Access)
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.