Navegando por Assunto "Ensino-Aprendizagem"

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Acesso aberto (Open Access)
Das telas para as narrativas transmidiáticas: uma proposta de ensino de língua espanhola na cibercultura
(Universidade Federal do Pará, 2022-07-29) REIS, Layane Aviz dos; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530
The present dissertation approaches on reflections on the teaching of Spanish Language in Cyberculture, which were based on a proposal for the teaching of Spanish language during the course entitled Frida Kahlo: from screens to transmedia narratives, situated in the Teaching area, in the line Research Methodological Innovations in Higher Education (INOVAMES), of the Postgraduate Course Creativity and Innovations in Higher Education Methodologies (PPGCIMES). In this narrative methodological perspective work (PRADO, SOLIGO, SIMAS, 2021) in three dimensions and in perspective: Firstly in the essay text, through the construction of a creative narrative, Frida Kahlo is sent to the 21st century and meets a young teacher -researcher facing the following question: in what aspects do activities involving cyberculture and language teaching contribute to the professional development of future Spanish Language teachers based on a creative proposal for training in cyberculture? Secondly, a course is built through the narrative methodology bringing Frida Kahlo, Pierre Lévy, Pablo Neruda, Jorge Luis Borges, Gabriel Garcia Marques as characters that will compose the second dimension of the creative narrative that is consolidated in the construction of the Frida Kahlo course: from screens to transmedia narratives. Finally, in the third dimension of the narrative, it continues with the theoretical contribution of Paulino and Maria (2010), Cosson (2016), Soares (2017), Costa and Moraes (2014), Lubart (2007), Barbosa (2014), Lévy (2014), 2000), Debald (2020), Geraldi (1996), Bakhtin (1993), among others. Concluding, in the third dimension of the narrative, the researcher meets with other students and teachers in training and, through the sharing of their narratives, investigates and narrates the teaching training processes, which corroborates the consolidation of the course based on creativity, innovation, cyberculture and foreign language teaching.
Acesso aberto (Open Access)
Ensino-avaliação-aprendizagem de multiplicação nos anos iniciais com o uso de tarefas.
(Universidade Federal do Pará, 2024-05-29) BRAGA, Vânia Ferreira; LUCENA , Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This research aimed to investigate, based on a given teaching proposal, how learning occurs in a common classroom context. The processes experienced by students in learning concepts that include the ideas of multiplication were considered in greater depth, rather than just the results of the answers to the tasks. The theoretical framework that guides this study is the debates regarding assessment for learning and the diversification of tasks in the multiplicative field, especially the multiplication operation. The tasks were developed in a school in the municipal education network of Canaã dos Carajás-PA, in a 5th grade class with 32 participants. The investigative path was of a qualitative nature. The data were obtained through oral and written records, produced by groups of students at the time of the development of 6 (six) tasks of the problem, exercise, investigation and exploration type of the multiplicative conceptual field. These tasks were based on the skills proposed by the National Common Curricular Base (BNCC) aimed at the 4th grade of Elementary School, potentially, with the purpose of teaching, learning and evaluation. In developing the activities, we sought to establish connections between additive and multiplicative procedures, numerical regularities of multiples and the processes involved in solving the multiplication algorithm. Data analysis was interpretative of the records obtained in the development of tasks, considered as teaching-learning-evaluation, carried out in the classroom by groups of students. We took as reference the evaluation in the formative perspective (Fernandes, 2005, 2006, 2008), the diversification of tasks, such as exercises, problems, investigation and exploration (Ponte, 2005, 2006, 2010, 2014) and the Theory of Conceptual Fields (Vergnaud, 1993, 1996, 2003, 2009). The diversification of tasks proved to be conducive to understanding and developing strategic schemes for solving situations that involve the four ideas inherent to multiplication. Thus, we indicate the tasks as a way to articulate teaching learning-evaluation, since they were configured as essential elements in a collaborative learning environment, through targeted feedback, for the development of multiplicative thinking. This research showed that investigative/exploratory tasks are still rarely proposed in the classroom context and the fact of recording the paths that were taken to reach the solution was considered somewhat difficult by the students, since this is not a common practice in the classroom. In addition to these results, the research generated o Educational Product: Multiplication teaching-learning-assessment tasks: a proposal for teachers who teach mathematics, which is intended at teachers who teach mathematics with the objective of guiding and supporting these teachers in their classes and, thus, contributing to the teaching learning-evaluation process.
Acesso aberto (Open Access)
As problemáticas causadas pelo uso inadequado de tecnologias por crianças e adolescentes
(Executiva Paraense dxs Estudantes de Pedagogia, 2017) CORRÊA, Antonio Matheus do Rosário; OLIVEIRA, Alana Beatriz Magalhães de