Navegando por Assunto "Ensino à distância"

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Acesso aberto (Open Access)
Do cinema à educação: trânsitos musicais na concepção de videoaulas
(Universidade Federal do Pará, 2016-06-16) SAMPAIO, Nilze de Sá; SOUZA, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217
This research aims to study the musical conception of video lessons from the musical movie uses, using as main reference the knowledge of Michel Chion , through the works "The audiovision" (2011) and "La music en el cine" (2014). Also underlie this study, with regard to: the structure of film language, Martin (2013) e Mascelli (2010); the discursive semiotics, Barros (2005) e Souza (2015, 2008, 2006); the art and education, Duarte (2000); the distance education, Litto (2010), Santos, Fassbender e Evangelista (2015) e Moran (2002); the video lesson, Santos, Fassbender e Evangelista (2015), Moran (1995, 2009, 2015), Anderson e Dron (2011, tradução 2012), Mattar (2014), Filatro (2009), Silva (2015), Spanhol e Spanhol (2009), Vargas, Rocha e Freire (2007). This research may be justified by the change that occurred in education, strongly influenced and energized by information and communication technologies, and also the need to unite the aesthetic education in search of teaching- learning processes that consider the human particularities, including the size of the feeling within this process. For the analysis, the researcher used the generative course of meaning, as the discursive semiotics, and two instruments created by the researcher, the sound / musical map and synthetic list of musical uses. In general, the sound`s/music`s Map sought to identify its discourse and educational issues. In a specific way, musical aspects such as the question of sound dominant, the musical uses and points of use, and synchronization of music in the production of meaning. In the synthetic list of musical uses, the investigator presented musical uses second Chion, the description and their exemplification, including referral links on the internet. Also, the investigator aided in the analysis a set of video classes typology, where similarities were identified in the video classes of structures available on the internet, coming to the following classification: informative video lesson/instructional, educational video lesson classroom model and educational video lesson with post- production capabilities. Through this knowledge we sought to clarify the issue of "How music can be used in the design of video classes, from its uses in the movies”? After the analysis, the investigator noticed that the presence of music varies according to the type of video lesson and its time of use. Thus, in the video classes with greater variety of discursive resources, such as the types video lesson informative/instructive and educational video lesson with post-production resources, the investigator noticed a greater presence of music for the materialization of speech. Conversely, the video classes with less variety of these resources, there have been a minor musical presence, as the educational video lesson type classroom model. In general, when the music is designed in the design of video lesson, there ia also a greater possibility of use than when worked into video lesson already recorded. These are working processes differences, but that should be directed to the use of music for reiteration and materialization of speech. The most common musical uses were: continuity e movie streaming; symbolic representation; continuity and discontinuity of sound plans; synchronization; temporality of the image; coestruturação and coirrigação; and moving images. Given the above, the investigator concluded that music is an educational resource. Also, a discursive feature video lesson that can be used for its coestruturação and fundamental audiovisual issues, providing an aesthetic education.
Acesso aberto (Open Access)
Evasão no curso de graduação a distância: um estudo no bacharelado de administração pública na UFPA
(Universidade Federal do Pará, 2013-09-13) DINIZ, Ubiratan Moraes; SÓRIA, Heliana Baía Evelin; http://lattes.cnpq.br/4706853841098034
This work deals with the evasion of the students of the Course Bachelor of Public Administration, implemented by Faculdade de Administração (FAAD) of the Universidade Federal do Pará(UFPA). It is a study of literature review and secondary data research, focused on the identification and analysis of indexes of circumvention that occurred in seven Poles where the course was implemented. The survey revealed the following evasion index indices in each class of the respective Poles: Benevides, 44%; Capanema, 50%; Cametá, 51%; Marabá, 43%; Parauapebas, 62%; Dom Eliseu, 30% and Oriximiná, 36%. It also sought to identify and analyse the main factors that caused the evasion of 185 (51%) of 406 students from seven Poles. The conclusion is that the Administration Course lacks more structured information in a computerized database and updated permanently to monitor the efficiency, efficacy and effectiveness of the course, establishing positive actions that stimulate students' motivation to continue (in course), and we recommend further research to identify other factors that are hampering best quality course in Distance Education mode and consequently propose corrective measures.
Acesso aberto (Open Access)
Jogos concretos no laboratório de ensino da matemática na formação de professores na educação à distância
(Universidade Federal do Pará, 2016-02-25) SILVA, Renata Lourinho da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The present work deals with a methodological proposal for mathematics teachers practicing, which came out from a testing made in the Math Teaching Lab (MTL), of the Universidade Aberta do Brasil (UAB), in Cametá, during tutorial supervised training classes, with students from mathematics distance course. MTL was created in 2013, yet a little explored at initial formation of math teachers, however. The main goal of this work is to present and orientate future teachers of math by the use of some didactic materials from MTL, its reproduction through alternatives materials (junk metal) as well. This research is focused on the Concepts Fields Theory of Vergnaud (1990), also claimed by Pais (2008 and 2011); Kamii (1992), who deals with mathlogic knowledge construction; Alves(2001) and Dohme (2011), who talks about the use of solid games; Yus (1998) and Gonçalves (2005 and 2011), who hold reflexive teachers formation and Lorenzato (2006), who claims about MTL. We also emphasize the research production construction (didactic book) elaborated from a solid game (balance form) of MTL/UAB/Cametá, PA. The students of UAB/2011 class were involved at the workshops. The research has qualitative approach on search-action form, because we developed field activities that began meeting the space of MTL, gathering to experimentation workshops using four solid games from MTL (geo-plain, fractional ruler, balance form and space figures). At the end of this research, interviews were made, in order to identify the comprehension of the college students as the concepts studies, contents and transversal themes by the manipulation of the games. For the second workshop, we built alternative materials from games used on the first one to be used at the period discipline regency and at future teachers practicing. The results of this teaching proposal point out the need of significant exploration of new trends for Mathematics Education during initial formation of math teachers. Among them we presented concrete games, as well as, exploration over other pedagogical spaces instead of a classroom. Here, we mentioned the use of MTL, and was possible to check during workshops, great interest of the students to develop their studies at this place, which makes us think about this place as an important contribution for math teaching, as college studies as basic education.
Acesso aberto (Open Access)
Metamorfoses de formadores de professores na educação em ciências modificando práticas na prática de formação docente a distância
(Universidade Federal do Pará, 2012-11-13) PINHEIRO, Jackson Costa; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
This qualitative research on narrative approach is regarding to experiments of changes in the practices of teacher‟s trainers (amongst others the researcher is included) lived and narrated in a degree in Biological Sciences, developed in the distance at a public federal University. This course presents a decentralized operating structure with classes offered in the municipalities-poles of Marabá, Oriximiná and Capanema, in the period of the research, and coordination headquarters in Belém. The goal that I pursue in this research is to investigate in which terms differentiated experiences of distance learning practices influence in order to improve the face-to-face training practices in education in science. The thesis that I propose is designed on the understanding that differentiated experiences of training teachers of Science/Biology, lived in resistant contexts to traditional models of action/training, tend to catalyze processes of auto-organized changes in the practices of the trainers, reflecting on different levels and types of education concerning the current parameters of education in science. The construction of the empirical material in the municipalities-poles occurred in two stages: a) Meetings in Study Groups and Training (SGT) constituted with teams of trainers in three municipalities-course poles, whose interactions were recorded on audio and video equipment with 10 hours average duration of footage per group. During the meetings in the SGT I set as criteria for the selection of subjects, whose voices were the thesis report, the vocational training in the area of biology and the high level and frequency of reflective demonstrations during the interactions in SGT, from which I selected 09 trainers, b) Semi-structured interview with 09 subjects, recorded on audio equipment with an average duration of 50 minutes per subject. At the headquarters of the course the empirical production was restricted in conducting of semi-structured interviews with two subjects selected according to the high frequency of spontaneous demonstrations about changes in their training practices; being recorded on audio equipment each interview lasted on average 50 minutes. The empirical material was organized into three fields of narrative attraction identified in convergence axes relating to self-knowledge, self-organization and emerging educational practices parameters in science education, which led to the three sections of analytical research. The analysis of this narrative content reveals the emergence of movements of changes in the practices of the trainers, who were mobilized by experiences of collaborative work in search of possible responses to issues set in indeterminate spaces of the training practice. In General, these experiences are valued by subjects in the degree focusing as elements of personal and professional development, either because they are evidence of the limits of their perceptions and practices of teaching/training, or the need to overcome the positivist origins of their professional training, located in the perspective of teaching as a technical activity. Overcoming the technical conception of forming science teachers toward changes in the practices of the subject involves, among other things, the strong proximities between the school and the University in terms of most trainers of mentoring teams also act as teachers of Science/Biology in basic education, which makes investment a priority in shaping the science teacher. These aspects interact on mutual inclusion in search of a new professionalism and in-process construction of an epistemology of reflective practice as fundamentals of auto-organized changes in the practice of trainers of science teachers.
Acesso aberto (Open Access)
Um modelo de avaliação integrada para análise de incertezas em programas governamentais: um estudo da educação a distância no Estado do Pará
(Universidade Federal do Pará, 2005-08-15) ELIASQUEVICI, Marianne Kogut; PONTE, Marcos Ximenes; http://lattes.cnpq.br/0120823127408114
The task of designing a distance education (EAD) system (SEAD) is not easy, due to the number of components it needs (students, faculty, administration, infra-structure, etc.), the complexity of the process, the several approaches concerning its effectiveness, the concurrent values, the interests involved and the urgent decisions needed. Pará State has successful experiences in such educational modality in all educational levels. However, there still are obstacles, problems and uncertainties to be faced. With such understanding, the objective of this research work was to create an analytical model to identify and interpret the uncertainties present in the use of EAD in Pará State educational system and to detect the attitudes of the actors involved and interested in the process, contributing with criteria and strategies that can be used, in uncertainty situations, to the implementation of SEADs and their operating procedures. For this reason, the work took as a base the Integrated Assessment Methodology (AI), in a pluralist perspective, which was carried out in several moments, including: broad bibliographic research, sounding about the guiding of EAD in the State; the use of Delphi inquiring method to instigate the consensus among the most relevant uncertainties, the use of the Cultural Theory to subsidize the identification of the respondents cultural orientation aiming to detect different positions towards EAD; the use of the Cluster Analysis statistics technique to group uncertainties and individuals by similarities; and, at last, an integrated analysis of the results obtained in each one of the several stages. The consensus level was low, resulting in eight uncertainties considered relevant to the process. Among them, 50% have a methodological dimension, expressing that, during an innovation process, methodology appears to represent changes in paradigms already established. The grouping of uncertainties, on the other hand, revealed eight great sets of controversies that put pressure, in different ways, to the process of decision making and operational procedures of the EAD systems. From each set characteristics, we can notice that the problems faced by EAD in Pará are part of the current context and include preoccupations that refer to specific points that guide the process, to uncertainties of a general nature, to the political commitment, to components that indicate quality and EAD’s recognition, to methodological and technical aspects, to the stability of such educational modality, to the access and use of new information and education technologies and to the infra-structure conditions. During the conception of SEADs, the cultural orientation influences the approach to be adopted by the system controllers, and it may direct the approach to certain focus like: administrative (hierarchy), the respect for students (equality), the students satisfaction (individuality) and to a vision of diffidence (fatality). The integration of all the work results allowed the indication of decision criteria and strategies to face uncertainties or even to learn how to deal with them. The conclusion was that, the use of AI methodology was effective for the treatment of EAD problems in Pará because it enables the management of uncertainties, what, we believe, leads to the reduction of occurrence of undesired and/or unexpected events.
Acesso aberto (Open Access)
Nexos e reflexos de uma experiência formativa mediatizada por ambiente virtual de aprendizagem: formação de professores de Ciências e Matemática na Amazônia
(Universidade Federal do Pará, 2009-07-14) MARTINS, France Fraiha; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
This is a qualitative narrative research, based on experiences of Amazon´s science and mathematics teachers in a distance education course that occurred in the context of a Virtual Learning Environment (VLE). The goal of this research is to Investigate how this formative experience is catalyst for teacher reflection on Amazon context of teaching science and mathematics, and which other learning results from such formation appears in different perceptions of teaching practice in this area at elementary schools. Nine were the subjects involved in research, which were selected according to the following criteria: being studentteachers from the post-degree course of science and mathematics education in EDUCIMAT program, that teach / taught science and mathematics; had a high level of involvement in interactions occurred in the AVA; expressed full reflexive ideas. As investigative tool, I chose to hear subjects evidences by means of semi-structured interviews that were recorded in audio and later transcribed. Besides the interviews, I used my field diary as an information source which was built during the search through perceptions of the subjects and their contexts, in addition to the records of various events within the search. Trying to produce new understandings of investigated narratives, I appropriate myself with Textual Analysis of the Speech as methods of empirical material analysis. Thus, systematizing subject’s manifestations taking into account the recurrences and singularities, such analysis gave way to three themes that I deal with in this research assuming the following headings: i) formation in the Amazon context: obstacles and confrontations, ii) technologies and VLE: sense(s) of formative experience and iii) the impact of experience on perceptions of teacher practice and formation. The analysis shows the difficulties of access to formation, information, technologies and cities in the Amazon inside, beyond the cost factor, as confrontations to form itself in that context. Moreover, the subjects show that when they exchange, experience and interact in the VLE, they gave way indicative of self pointing to (re) invention of itself, to set a world teacher marked by technological advances and to overcome the use of technologies that surprise and (trans)form. As a result of the analysis, the subjects announce knowledge developed through the formative experience that focus on other/new perceptions of their educational practices: the use of information and communication technologies as possible tools in addition to the interaction and exchange of experiences and dialogue in situations of teaching. The VLE, perceived by the subjects as an embedded resource for formation teachers at a distance, appears as an opportunity to continue formation made by the diversity of ideas and as a way of bringing up educational technologies in front of difficulties expressed by the subject.
Acesso aberto (Open Access)
O "Progestão" no contexto da modernização do Estado brasileiro: mediação para a democratização da gestão escolar ou para a implantação da lógica gerencial na escola?
(Universidade Federal do Pará, 2006-03-06) ARAÚJO, Maria Auxiliadora Maués de Lima; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950
Acesso aberto (Open Access)
Trabalho docente na educação à distância: a UFPA como expressão do fenômeno
(Universidade Federal do Pará, 2010-06-28) MONTE, Emerson Duarte; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study main aims at examining the teachers’ work in undergraduate courses at a distance, taking as example the course in Mathematics in the distance at the Universidade Federal do Pará, in the context of the policy of expansion of higher education through for the distance mode. The study uses official documents that deal with the policy of expanding higher education through distance education, the federal laws and documents concerning the policy of expanding the distance mode in the Universidade Federal do Pará, as well as interviews with the former and current coordinators of the course in question. We started from the premise that the present form of capitalist organization of production demand workers with minimal training - basic education - and, for this it is necessary to expand enrollments in higher education to ensure the universalization of basic education. Indications the collective bodies of the capital, such as the World Bank and United Nations Educational, Scientific and Cultural Organization, with regarding the policy of expanding higher education emphasize the use of new technologies the information and communication as a tool useful for the development of courses in the distance mode and thus more efficient than classroom courses, because they are less expensive, flexible in the time and space and wide dissemination. In this context, the expansion of higher education in Brazil is through distance education, especially for the private institutions. Was found that one of the central actors in higher education is the teacher worker that in the past two decades, lives the expansion of the precariousness and the intensification of work. The study indicates widespread development of undergraduate courses in distance mode with rates higher than those observed in the presence education, in the both public and private institutions. With regard to teacher worker in the distance mode, the studies point to an enhancement of precariousness and the intensification of teachers' work, but despite that, this mode of education is still on the rise. In the case of ongoing analysis has revealed the presence of particular elements of precariousness and the intensification of teachers' work, such as increased workload without increasing pay, accumulation of activities by teachers, lack of training policy for specific of the teachers, little production, the teacher of the course, teaching materials specific to distance learning courses.