Navegando por Assunto "Ensino e aprendizagem"

Agora exibindo 1 - 15 de 15

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Ações avaliativas em ambiente de ensino e aprendizagem gerado pela modelagem matemática
(Universidade Federal do Pará, 2015-06-25) SANTOS JÚNIOR, Augusto Fergusson dos; CHAVES, Maria Isaura de Albuquerque; http://lattes.cnpq.br/1914620696226334; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This study aims to point evaluative actions evidenced in teaching and learning environment generated by mathematical modeling and consolidate them as argument for the use of modeling in educational contexts whether in Elementary School, Secondary School or University. To this end, we used a qualitative research of bibliographic nature consisting in the Experience Reports analysis of teachers who developed Modeling activities in the classroom and whose experiences were published in the VIII National Conference on Modelling in Mathematics Education – VIII CNMEM held in 2013. Since the documents considered dealing with experiences in Mathematical Modelling and not specifically the learning evaluation, we conducted a literature search of the meta-analysis type in order to extract and interpret evidence other than weren’t in the original research focus. For the conduct of the documental analysis, the methodology of the Discursive Textual Analysis was used, as Moraes and Galiazzi (2007), according to which it was possible to fragment and categorize relevant aspects regarding the phenomenon investigated. Data analysis according to the theoretical references of Mathematical Modelling and researchers in the field of learning evaluation pointed out that the teacher whose practices are systematized in teaching and learning environment generated by Mathematical Modelling shows interactive and retrospectives evaluative actions.Interactive evaluative actions indicate that during execution of the Mathematical Modelling activity, the teacher is willing to evaluate the student's knowledge construction, having the opportunity to verify the learning or intervene starting from the need revealed in the students demonstrations. Retrospective evaluative actions reveal that, after the completion of Mathematical Modeling activity, the teacher is willing to evaluate their own practice, in order to judge whether their objectives have been achieved and consider adjustments in their didatic choices to guide future practice. In that way, the Mathematical Modelling process provides teacher actions characterized by the link between teaching actions, evaluation and learning.
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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)
Educação ambiental: ideias, saberes e práticas relatadas por professores em um país em reconstrução, Angola
(Universidade Federal do Pará, 2013-12-12) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
The Angolan context served as the backdrop for this work. We surveyed three schools of public schools, we have two teachers from each school, and these teachers of the discipline of Environmental Studies (which can be considered as the discipline of Sciences here in Brazil ) these teachers teach in primary ( term used for elementary schools ) . This study is qualitative in nature, the narrative approach, and with this choice had the opportunity to dive into the experiences related to teaching practice of these teachers in the classroom , and to analyze the insertion of Environmental Thematic teaching practice in Angola . Angola has numerous brands in their history of exploitation and war , these in turn brought great impact to the Angolan society , allowing us to realize today deficiencies mental and moral order of the sons and daughters of this land coming . Write about education in the country, is to write about how teachers and students can overcome the many difficulties experienced daily. and even in this context also invest in the teaching - learning confident in building a better future . Through research it was possible to hear the teachers and register reports about how the Environmental Thematic is inserted in the classroom, however with the observation of the school , it was also possible to note the need for a more thorough approach , which was already noticeable notice some glitches related to the care of the school . Environmental education alone favors the formation of reflective beings , which allows the gradual change of society.
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Um estudo sobre as implicações dos obstáculos epistemológicos de limite de função em seu ensino e aprendizagem
(Universidade Federal do Pará, 2013-05-20) MORAES, Mônica Suelen Ferreira de; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670
The difficulties in mathematics in higher education have been much discussed in several studies in mathematics education. Concerning the calculation, the research points to the fact that the teaching and learning of the concepts involved have many issues that deserve to be deepened. So we have the problem of this research question: what epistemological obstacles are present in the construction of the concept of limit of a real function real values? From the above, we propose to identify the epistemological obstacles (BACHELARD, 1996; BROUSSEAU, 1986) in the construction of the concept of limit real function of a real variable from obstacles listed by Cornu (1983), Sierpinska (1985) and Rezende (1994). To achieve this goal, we use the observation of lessons of discipline Calculus I and questionnaires to collect data that allowed us to analyze the barriers identified by these authors are also present and how they appear in the current student body of our region. The research is focused on the context of the training of mathematics teachers of public HEIs in Bethlehem, more specifically, with students who were attending the course Calculus I, Universidade Federal do Pará (UFPA), Universidade do Estado do Pará (UEPA) and the Instituto Federal do Pará (IFPA). The theoretical framework used in this research consists of a historical survey of the concept of limit is fundamental to the identification of obstacles concerning the development of this concept, an overview of research on the teaching and learning of limit, portraying the main difficulties and the different ways to minimize them, and a discussion about the epistemological obstacles identified by other authors. Evidence, with it, the epistemological obstacles are still present among the students. In an attempt to overcome them offer some pointers for teaching limit real function to a real variable, presented in thematic lines, intertwining the assumptions of history and didactics of mathematics.
Acesso aberto (Open Access)
Fração e sua representação como medida de comprimento: uma experiência de ensino-aprendizagem no contexto de um laboratório de educação matemática
(Universidade Federal do Pará, 2014-05-29) SANTOS, Nayra da Cunha Rossy; CABRAL, Natanael Freitas; http://lattes.cnpq.br/7333636064244278
The present study investigated the process of conceptual reconstruction fraction as a measure of length in the context of a Mathematics Laboratory Education (LEM) when the process is driven by a structured writing activity and mediated intervention of a teacher. To this end, the concepts of LEM were presented, choosing one as the design used for the survey. LEM offers possibilities that the teacher and students as an area of knowledge production, directing for Teaching Activities for which subsidized by Historic-Cultural Psychology, justifies the pedagogical activity of teachers and presents Guiding Teaching Activities were explored as an alternative to minimize some difficulties in teaching and learning, emphasizing conceptual learning. Structured with a class of 40 students in the 6th grade of elementary school in a public school in Belém, which was recorded on video and audio, for later microgenetic analysis of the interactions between teacher and students activity was applied. Taking into consideration the prior knowledge of students, work with the class during the year and structured activity, the results showed evidence of at least ten specific learning had an exponential effect on later learning. This means that the more previous connections are possible to be mobilized by the students in their interactions with the teacher, the more the subject is able to move forward in the consolidation of the object of study.
Acesso aberto (Open Access)
Framework para criação de laboratórios virtuais: diminuindo a lacuna entre teoria e prática em engenharia elétrica
(Universidade Federal do Pará, 2015-05-08) BARATA, Pebertli Nils Alho; RIBEIRO FILHO, Manoel; http://lattes.cnpq.br/9329438229733907
Within the Electrical Engineering field of study, the understanding of some equipment can be frustrating and demotivating due to lack of a clear vision of how these devices work and operate in a real environment. Both students and professionals find it difficult to meet or train with this equipment, by factors such as safety, cost of maintaining a laboratory or impediments to training in real installations. Various forms of teaching and learning have been used to enhance this practical aspect of learning in Electrical Engineering. Among these forms, the use of virtual reality has had good results by providing a safe, controlled environment and inexpensive compared to an actual laboratory. However, there are still gaps that can be addressed in these experiments, for example, serve both students and professionals, ease of creation of laboratories and play real situations of equipment, nearing the theory of the practice. Thus, this thesis proposes a conceptual framework for creating virtual labs to fill these gaps. A systematic review was conducted to collect characteristics, opportunities and challenges of this issue. The framework presents methods, techniques and best practices for defining, creating, implementing and measuring virtual reality experiments applied to Electrical Engineering. Experiments are presented which were performed to validate the framework. An experiment demonstrates the teaching of operating electrical transformers in substations for undergraduate students of Electrical Engineering. Another experiment trains professionals to operation and maintenance of a hydro generator turbine at a hydroelectric plant. The results show that the framework enabled the best practical study to show actual scenarios and situations of the concepts presented and improved aspects of teaching and learning as notes, motivation and retention of knowledge for both students and professionals as to the teacher.
Acesso aberto (Open Access)
Game Serra Pelada: projeto, implementação e avaliação de um jogo educativo para o ensino de geometria para alunos do 9° ano do ensino fundamental
(Universidade Federal do Pará, 2017-01-20) ELIANE SOBRINHO, Maria; RIBEIRO FILHO, Manoel; http://lattes.cnpq.br/9329438229733907
This article presents the project, implementation and evaluation of an educational game platform, whose user the geometry concepts the Math Reference Matrix 9th grade elementary school with the subject I space and form. Having as the game scenario is the mining of Serra Pelada, in the main character plot is a prospector who struggle with prospectors enemies who will try to stop you from achieving complete your goals. The game while teaching geometric concepts is fun, what distinguishes compared with the vast majority of educational mathematics games that lack of playfulness. To verify the applicability of the game as an auxiliary tool in mathematics teaching, tests were performed with students from 9th grade of elementary school in a public school in the city of Maraba-Pa. The game was well received by students and evaluation proved that the software can be used as a tool to assist in the teaching and learning geometry.
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Infância, linguagem e educação: o texto escrito por crianças no 3º ano do Ensino fundamental
(Universidade Federal do Pará, 2017-05-30) TRESCASTRO, Lorena Bischoff; AMARILHA, Marly; http://lattes.cnpq.br/7415412765980423; ALVES, Laura Maria Silva Araújo; http://lattes.cnpq.br/6009592378453661
This doctoral thesis, related to the research line in Education, Culture and Society of the Postgraduate Program in Education, at Federal University of Para, presents the research about the text written by children in the 3rd year of Elementary Education, in the interface between childhood, language and education. The aim of the research was to study texts written by children of the 3rd year of Elementary Education, in writing activities mediated by oral reception, visual reception and reading of questions, in order to investigate the condition of production that allows the creation of more creative than reproductive texts. This study, based on Bakhtin, Bruner and Vigotsky, sought contributions in the Sociology of Childhood, Narrative Studies and Discourse Analysis. This is a documentary research. The corpus consisted of twenty-five texts written by eight-year-old children, in the 3rd year classes of elementary school, at city public schools in Belem-PA. The children's text, written in a school context with the teacher's mediation, was seen as a school text in which it is possible to establish interlocution, taking it as an object of analysis in the course of the research in order to value the child's discourse. In the exploratory research of children's texts, three different production conditions for the child's writing were found, as it follows: (1) a story read aloud by the teacher, (2) a comic strip read silently by the child, and (3) reading a command from questions. Considering these three activities of school text writing, the guiding question of the research in the analysis of the corpus was: What activity of school text writing, among those mediated by oral reception, visual reception and reading of questions, enables the child of the 3rd year of the Elementary Education to write texts with elements that are more creative than reproductive? The study of the children’s texts pointed out that the production condition influences the text writing of the child: (1) the text written from a heard history tends to be more reproductive, pointing out the elements of the narrative; (2) text written from reading a comic strip tends to include dialogues between characters and new elements that were not in the comic strip; (3) in the text written from the reading questions what prevails is the answers to the questions that seem to function as a template to the answer-text. From the analysis of children's texts written from these three conditions of production, we found what prevails in the text writing by children in school literacy, the reading of stories enables the child to notice the structure of the narrative, the reading of imagery texts helps the construction of dialogues and the writing of more creative rather than reproductive texts and the reading of questions provides an answer-text template.
Acesso aberto (Open Access)
Interações discursivas em um curso de férias: a constituição do conhecimento científico sob a perspectiva da aprendizagem baseada em problemas
(Universidade Federal do Pará, 2015-11-25) SILVA, Ângelo Abeni Bezerra da; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
The process of teaching and learning is constituted in discursive interactions that seek to elaborate the scientific knowledge, however in this context of constitution of knowledge appears diverse voices. In this regard, this objective research investigate how the discursive interactions established between students and teachers in a Holiday Course, might favor or are obstacle to problem solving. In the course attended teachers and high school students and occurred in the city of Bragança (PA), in which a group made up five students and one teacher were investigated. This research is qualitative is data the composing is by means of video recordings, interviews and field notes integrally transcribed and analyzed beneath theories of Bakhtin about the formation of language and submitted to a evaluation system for how the interactions develops the construction of meanings.
Acesso aberto (Open Access)
Metodologia 7Cs: uma proposta de ensino e aprendizagem para disciplinas introdutórias à programação
(Universidade Federal do Pará, 2020-05-08) LIMA, Árllon Chaves; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; DINIZ, Marcos Monteiro
This thesis presents the conception of a teaching and learning methodology for introductory subjects to programming, entitled 7Cs Methodology, composed of seven dimensions (Understanding, Conceiving, Completing, Compatibilizing, Correcting, Building and Creating) and which aims to facilitate the learning process of the basic contents of algorithms, in order to minimize difficulties of undergraduate students of courses that include introductory subjects to programming, subjects that are often held responsible for high retention and dropout rates in undergraduate courses in the area of Technology and Information. The conception of such a methodology was based on the principles of Ausubel's Meaningful Learning Theory (2000) and was initially inspired by Campos' work (2010). Participant observations were held in two different undergraduate courses at the Federal University of Pará (UFPA) and a pilot test in the Algorithm Leveling Program (PNA – Portuguese acronym) at the same university. Then, from the observations and data obtained, the methodology was applied in the subject Algorithms, from the Bachelor's Degree in Computer Science, also at UFPA. It was verified the possibility of using the methodology in a flexible way, with feasibility, both in leveling courses and in the subject of Algorithms at the undergraduate level. Observed elements indicated the potential of the 7Cs Methodology to assist in reducing difficulties in understanding the basic concepts and in the development of skills associated with algorithm subjects, with the verification, throughout the applications, of more active involvement of students and the development of specific skills related to the construction of algorithms. Finally, a Guidance Material was prepared, with a brief description of the 7Cs Methodology and examples of possible ways of its application, to illustrate its principles and assist teachers interested in using it.
Acesso aberto (Open Access)
Modelagem com etnomatemática: uma situação a-didática para o ensino
(Universidade Federal do Pará, 2013-08-14) DIAS, Markus Benedito Santos; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
Mathematics education is concerned with solving the various problems relating to the teaching and learning of mathematics. Among these problems, there is in particular the difficulty of the students and teachers can not articulate the school mathematical knowledge to various situations imposed by reality, especially those belonging to their cultural world. The aim of this paper was to study scientific everyday practices of a cultural group, and from the assumptions of mathematical modeling approach with the Ethnomatematics, show that both can be characterized as a situation a-didactic according to the perspective of the Theory of Didactic Situations (TSD). By not directly involved students in this research, we a priori study some works that indicate interlacing Modeling to Ethnomatematics and also create an activity involving the knowledge of master craftsmen, responsible for the construction of vessels, using our tacit knowledge to be analyzed. The intention was to check the paths taken through the process of modeling and comparing them to the phases present in the TSD. The results obtained allowed us to understand that the themes of cultural imprint can be used as a motivating environment in the learning process to be part of the reality of the students of this region, also indicated the use of modeling with the input of Ethnomatematics can be characterized as a situation a-didactic not attempt to modify the set of mathematical knowledge of the other, here including their arguments and cultural references, to enforce what the student should learn.
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Oficina de curadoria para o ensino de línguas estrangeiras
(Universidade Federal do Pará, 2022-07-19) MONTEIRO, Eliene Botelho; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
This research entitled Applications curation workshop for the teaching of foreign languages consisted in the development of an educational product resulting from a workshop given to undergraduate students in English Language and Literature from Faculdade de Letras Estrangeiras Modernas (FALEM), at Federal University of Pará (UFPA) – Belém campus, studying the subject Technologies in the Teaching/Learning of Foreign Languages. The Workshop consisted of six stages, which were later validated by a Panel of Experts. This Panel comprised two teachers trained in the area of teaching and learning English, training teachers of English and technologies in teaching and learning in the target language. The research was based on studies of digital curation in the educational context (NESBIT, BELFER, LEACOCK, 2009; CORRÊA, BERTOCCHI, 2012; RAMOS, 2012; SILVA, 2012; CASTILHO, 2015; DESCHAINE, SHARMA, 2015; among others); technologies in the teaching and learning of foreign languages, citing the works of Gardner and Davis (2014), Chen (2016), Nunes e Bergmann (2019), Araújo (2020), Al-Sarf (2020), Scheifer and Rego (2020), Policarpo, Nunes e Bergmann (2020), among other authors; and in digital competences from the recommendations of the Council of the European Union (2018), specifically, the competences arising from The European Framework for Digital Competence of Educators (DIGCOMPEDU), prepared by Redeker and Punie (2017). To analyze the data generated from the educational product, qualitative and quantitative approaches were used, following the principles of action research. The results reveal that it is possible to use applications that were not designed for educational purposes from theoretical-practical discussions on the themes of curation of digital educational resources, mobile learning, and authentic material, followed by an application evaluation matrix and planning of activities classes. Furthermore, the results also point to the need to expand reflective and critical discussions for the selection and evaluation process of curatorship of digital educational resources in initial foreign languages training courses.
Acesso aberto (Open Access)
A política de formação continuada da Secretaria Municipal de Educação de Belém: o Projeto Expertise sob o “olhar” dos professores
(Universidade Federal do Pará, 2015-06-26) PEREIRA, Mary José Almeida; OLIVEIRA, Ney Cristina Monteiro de; http://lattes.cnpq.br/4355112931326342
The policy of continuing education of the teachers from the Municipal Department of Education in Belém is object of study for integrating the analyzes about the Expertise Project in Literacy as well as its influence in professional practice, starting the understanding of literacy teachers. The study aimed to analyze adopted trends for educational policies related to continuing education in Brazil and its theoretical and methodological approaches with Belém’s municipal policy and how the performance results could be noticed as well as the fulfillment of teacher’s requirements goals. The methodological procedure consisted of a research on qualitative approaching, using a semi-structured interview as data collection instrument also using the Expertise Project in Literacy constituting documents for it. Data were organized in interpretative categories linked to the continuing education project and based on speech analysis. Considerable results were achieved, allowing infer between theoretical and methodological approach of continuing training and a trend based on the technical rationality that sees teachers as educational technologists. Also, we verify the implementation of the performance logic around setting goals, as the speeches of teachers revealed that the project contributes to professional activities as pedagogic support, but with assignments of responsibilities required in addition to the working conditions provided by the Education Department. Another aspect scored through the speech is the teachers’ work control based on their pedagogical acting, by the restriction of their autonomy in the face of their duties in the preparation of planning, the organization of their rooms and the ability to evaluate the learning process of their students. In resume, we conclude that continuous education as teacher right, they should be seen as social worker, thinking, with diverse interests, besides putting in question the broader discussion of the teaching-learning process in a society with social, political and economic problems.
Acesso aberto (Open Access)
Práticas educativas em artes visuais e as questões ambientais na Escola Bosque
(Universidade Federal do Pará, 2024-10-30) FONSECA, Nelia Lucia; MAGALHÃES, Ana Del Tabor Vasconcelos; http://lattes.cnpq.br/0310909316607481; BRITTO, Rosangela Marques de; http://lattes.cnpq.br/3188863381591509; https://orcid.org/0000-0001-9458-3515
This thesis explores the theme of teaching/learning in Art in dialogue with the environment, with the research object on educational practices in Visual Arts articulated around the environmental axis. The main objective is to analyze how students from the Youth, Adult, and Elderly Education Program (EJAI) at Escola Bosque, in Outeiro (Belém-PA), express the theme of the environment and its ramifications through their artistic creation processes. The research is based on regional and national sociopolitical contexts, which are also influenced by the growing global concern regarding climate change, Amazon deforestation, the significant production of solid waste in urban centers, and ocean pollution caused by microplastics. Considering this scenario, the study proposes pathways grounded in Freirean pedagogy and the transversality of environmental issues, with an emphasis on the United Nations (UN) 2030 Agenda. The adopted methodology has a qualitative and descriptive approach. The data collection instruments included logbook, questionnaires applied via Google Forms, a blog, teaching and lesson plans with artistic, aesthetic, and cultural experiences, as well as official documents such as the Statute and the Pedagogical Political Project of the Fundação Centro de Referência em Educação Ambiental Escola Bosque Professor Eidorfe Moreira (Funbosque), along with guidelines from the Ministry of Education (MEC) and the Municipal Department of Education of Belém (Semec). During the research, artistic materials produced by EJAI students and the teacher, including photographs, paintings, drawings, and videos, were analyzed to understand how technical devices are used to record and express the territorial marks of the environment in which they live. The study investigates whether these creations suggest lines of flight from prevailing forms and formats or merely reflect visual clichés. It is important to highlight that the classes took place in the context of the Covid-19 pandemic in 2021, which required a revision of the ways of teaching and learning Art, considering the challenges imposed by the pandemic scenario. These challenges demanded resilience and creativity to overcome the didactic-pedagogical, socioeconomic, and health-related difficulties of the period.
Acesso aberto (Open Access)
S.O.S. – Stimulate Our Skills: guia de estratégias didáticas criativas para o ensino e aprendizagem na licenciatura em letras-língua inglesa
(Universidade Federal do Pará, 2021-08-13) MORAES FILHO, Moacir José de Almeida; ARAÚJO, Marcus de Souza; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
Recent researches state that students entering Higher Education, in undergraduate courses in English Language courses, show difficulties in developing productive skills – speaking and writing. Therefore, this research started from the following focus question: How can we assist students of undergraduate courses in English Language in the development of linguistic skills of speaking and writing in English, through creative didactic activities, based on studies on Active Learning Methodologies and the Communicative Approach? Hence, the general objective outlined was the development of S.O.S. – Stimulate Our Skills, a guide of creative teaching activities to help teachers of undergraduate courses in English Language to foster the development of productive language skills in English in their students, using creative teaching strategies based on Active Learning Methodologies and the Communicative Approach. To this end, I studied theorists and researchers such as Torre (2002), Veit (2017), Lacerda and Santos (2018), Filatro and Cavalcanti (2018), Leal, Miranda and Casa Nova (2019) and Moran (2020), concerning Active Learning Methodologies, and Bygate (1987), Brown (2001), Nunan (2003), Cook (2008), Abreu (2009), Quisen (2015) and Oliveira (2019), on teaching and learning processes of English Language. Regarding the research methodology adopted, it is possible to classify it as a mixed approach, in relation to data collection, and as an applied research, when taking into account the level of investigation. In terms of research objectives, it is considered as descriptive of opinion (ABRANTES, 2007). Among the procedures adopted during the research, there was a participant observation in the English Language II course, offered by the Faculty of Modern Foreign Languages, at the Federal University of Pará, where two creative didactic activities that served as a basis for the development of the other components of the product were tested. As a result, it was observed that even though the traditional teaching methodology is still adopted in some contexts of teaching and learning of English Language in Higher Education, active learning methodologies and creative didactic strategies can contribute to a better interaction between students, fostering autonomy and collaborative learning. In this sense, the proposed educational product has the potential to promote meaningful learning and the development of productive language skills in students of an English Language course.