Navegando por Assunto "Autonomia do aprendiz"

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Acesso aberto (Open Access)
O aconselhamento linguageiro na autonomização de aprendentes surdos no processo apropriação da Língua Portuguesa sob a ótica da complexidade
(Universidade Federal do Pará, 2017-08-15) CRUZ, Eder Barbosa; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
Language advising (LA) is a modality of accompanying language learners, which aims at leading them to a reflection on their own learning in order to make them more autonomous. Mynard (2012) presents a model for LA based on three interconnected axes: dialogue, tools and context. Magno e Silva, Sá e Matos and Rabelo (2015) sought in the theoretical contribution of the Complexity Paradigm the subsidies to show that LA in the model of Mynard (2012) benefits from an approach with the Complex Adaptive Systems Theory (MORIN, 2010, LARSEN-FREEMAN and CAMERON 2008). This dissertation follows the framework of the expansion of this model of LA to meet deaf learners of Portuguese language and who communicate through a language modulated in the visual-spatial context. Thus, our purpose is to investigate LA as an autonomy nurturing of deaf students in the Portuguese acquisition process. To this end, we carried out this case study with seventh year deaf learners of a public school in Belém, Pará. For the data collection, advising sessions with deaf Portuguese learners were filmed. The results showed that the Dialogue, Tools and Context Model for LA (MYNARD, 2012), in its understanding as a complex adaptive system (MAGNO E SILVA; SÁ AND MATOS; RABELO, 2015), if rethought, considering the specificities of Deaf learners and their sign language, can favor the practice of advising with these learners, foster their autonomy and improve their learning of Portuguese.
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/8765902485221030
This 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.