Dissertações em Criatividade e Inovação em Metodologias de Ensino Superior (Mestrado) - PPGCIMES/NITAE
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Item Acesso aberto (Open Access) O ensino da educação financeira em uma escola de comunidade Ribeirinha amazônica, por meio de um projeto de extensão(Universidade Federal do Pará, 2024-03-20) FELIPE, Samara Trindade de Moura; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Financial Education, a global concerning, seeks to promote financial knowledge. In Brazil, the National Financial Education Strategy (ENEF), created in 2010, has as its main objective promoting Financial Education, including it in the Basic Education curriculum, being treated as a transversal theme that must be addressed in different school subjects. However, not all students have the same financial or cultural reality, and it is essential that this teaching can be adapted to ensure meaningful learning. At the same time, when analyzing the schooling formation of Higher Education students who, in some way, are related to the theme, especially the Mathematics Degree, it is common for topics related to finance to be worked on only the technical repertoire of Financial Mathematics, its mathematical concepts and properties, leaving aside the relation of these notions with public policies and the association between consumption and planning, initial concepts that are essential for a schooling formation in Financial Education that can then be “translated” in future moments in the Basic Education classroom. Given the context, the research on screen starts from the following question at issue: How can we provide opportunities for more responsible, ethical and civic- minded training for undergraduate students at the Federal University of Pará, as well as collaborating to create an environment favorable for knowledge sharing related to Financial Education for Basic Education students? Aiming to answer this question, we set out as a general objective: Set up a University Extension Project which explores teaching strategies, based on active methodologies and contextualized activities, to address issues relating to Financial Education, with ninth-grade elementary school students from the Municipal School of Rural Education São José, on Ilha Grande, Belém- PA, providing a more responsible, ethical and civic education for undergraduate students at the Federal University of Pará. Research was carried out with a quantitative-qualitative approach, of a descriptive nature and of an applied nature, divided in stages, leading to the development and implementation, during 2023, of the University Extension Project Só te digo: POUPA! from the Federal University of Pará, with monitors from different courses at the Institution. By endeavoring to develop a University Extension project targeting students from a riverside community, and with the active envolvement of undergraduate students, we provide the opportunity for the undergraduate students to put into practice what they learn in the classroom, developing leadership, communication and work skills in team. The experience of engaging with the riverside community was enlightening, demonstrating the diversity and cultural richness in our state. Valuing and respecting the community's traditions and ways of life was essential to promote inclusion and mutual understanding between the University and the school. This initiative not only enriched the learning experience but also contributed to the personal and academic development of all participants.Item Acesso aberto (Open Access) Manual de estudos: jogos educacionais no ensino de inglês(Universidade Federal do Pará, 2023) DUTRA, Gabriela Maria Lima Machado; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421Learning a new language brings many benefits to people. By studying a second language, students develop linguistic, cognitive and social skills. However, generally, students do not actively participate in classes. In this sense, a way to encourage students' motivation, involve them in the proposed activities and help them in their learning process, presents the use of educational games in English language classes. However, this theme is not much addressed during the undergraduate course and this can cause a gap in the training of future teachers on the use of this methodological resource. With this, the present work started from the following focus question: How can a study manual complement the training of students of the Degree in Literature - Qualification in English on the use of educational games in teaching English? The work has the general objective: To elaborate a manual, with elements of in its construction, to complement the initial formation of the students of the Degree in Letters – Qualification in English at UEPA, Belém campus, about educational games. With this, the product “Learn, create and play games: educational games for teaching English” was built. The research addresses concepts about communicative language teaching, games in English language teaching and learning and the practice of educational games in the initial training of English teachers. The research methodology has a qualitative approach and the methodological route has three stages: in the first phase, a bibliographical research was carried out in digital educational platforms such as academic google, eduCAPES, Periodicals of CAPES and BDTD; in the second stage, the documental analysis of the Pedagogical Project of the Language Course – English Language took place and, finally, a questionnaire was applied to the 2nd and 3rd year students and, also, to the professors of the mentioned course. The testing and validation of the product took place at the aforementioned university and course, with 2nd and 3rd year students. During this period, it was possible to refine the contents of the created artifact and confirm usability aspects of the games, after presenting the elements and suggestions of types of games contained in the educational product. In view of this, it is believed that the product has potential in complementing the training of students of the Letters - English Language course, since knowing about the use of games in education not only prepares students for the future of education, but also enriches their training as teachers, offering them additional pedagogical tools and stimulating their creativity and innovation.Item 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/7813719832858592This 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.Item 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/9217166268191537The 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.Item Acesso aberto (Open Access) Simulador em realidade virtual para o manejo de lesão por pressão para discentes do curso de graduação em enfermagem(Universidade Federal do Pará, 2025-06-03) TEIXEIRA, Niceane dos Santos Figueiredo; MONTEIRO, Dionne Cavalcante; http://lattes.cnpq.br/4423219093583221This dissertation investigated the elaboration, development, testing, and outcomes of a simulator within a virtual reality environment as an innovative pedagogical approach for the teaching-learning process of pressure injury management in an undergraduate nursing program. To substantiate this research, the contributions of active methodologies are highlighted. These have emerged as pedagogical strategies focused on promoting active student learning. In this context, virtual reality (VR) is employed as an innovative technological resource for teaching and improvement in the healthcare field, with a particular focus on nursing. The methodology was applied research, employing a quantitative-qualitative, exploratory, and descriptive approach. For theoretical grounding and contextualization, an integrative literature review and data collection were conducted. The simulator software was developed by a multidisciplinary team, utilizing the 3D modeling system Blender 3.5 for the creation of virtual elements. The integration of these models into the immersive virtual reality environment was executed through the Unity 3D game development engine. Product testing involved the utilization of virtual reality resources, such as the Oculus Rift, consoles, and motion sensors, in conjunction with a monitor and computer, thereby providing students with an interactive and immersive experience within the simulated pressure injury management scenario. The research involved the participation of nursing specialists and undergraduate students and was conducted at the Laboratory of Applied Artificial Intelligence (LAAI) of the Federal University of Pará (UFPA), located in Belém. Data collection at each stage of the development and testing process employed specific instruments. The analysis of the obtained data encompassed content analysis of discursive and objective responses, and the interpretation of quantitative data presented in graphs, aiming to understand the participants' perception of the simulator. The results and discussions presented in this dissertation demonstrate that the developed virtual simulator possesses significant potential as an empowering and facilitating tool for the teaching-learning process of pressure injury management in nursing education.Item 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/7813719832858592This 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.Item Acesso aberto (Open Access) Videoaprendizagem: uma metodologia ativa experimental para o ensino superior(Universidade Federal do Pará, 2019-05-13) MACIEL, Mayara Santos; FREITAS, Guaciara Barbosa de; http://lattes.cnpq.br/8765902485221030This work aims to present and analyze the process of idealization, elaboration, experimentation, selection and validation of a methodological proposal for higher education, a so - called Videoaprendizagem. It is a proposal of pedagogical practice with emphasis on innovative and creative disciplines of education, because it redesigns teaching and learning relations in the classroom, allowing structural conditions for a teaching and learning autônomo for students starting from the critical thinking about digital technologies, focusing on the processes of creating pocket videos. The theoretical construction of this work is supported by the considerations of Heidegger (1994) and Orozco-Gómez (2002, 1998) on the “Essence of the Technique” and “Rationality of Relevance”, in the precepts of Martín-Barbero (2000) and Moran (2013, 2007, 2002, 1995, 1994 ). (2018), Valente (2018), Althaus and Bagio (2017), Souza, Iglesias and Pazin-Filho (2014) and Miter et al. (2008) on active methodologies. We refer to Freire (2011) and Zatti (2007) to face the younger (2012) and Moreira and Masini (1982) in order to deal with a more important learning, besides Paulo Freire (1986). technical guidelines for making videos by Moletta (2009) and Alves et al. (1987). A qualitative research has as main script a participant examiner (YIN, 2016; MINAYO, 2009b; GIL, 2008). As support techniques use the research (BONIN, 2011) and a documentary research (SÁ-SILVA; ALMEIDA; GUINDANI, 2009). To collect data on research changes, we use the data game, a playful adaptation of the world made by us. The selection and validation of consumer products (Videoaprendizagem guide, website and Basic Pocket Videos Production Manual) was carried out from a panel of Specialists (PINHEIRO, FARIAS, LIMA, 2013, STRUCHINER, RICCIARDI, VETROMILLE, 1998). The results of the research were developed and incorporated into the generation of videos and results of its derivatives, as well as the proposal for the creation of workspaces and the learning of meaningful learning.