Navegando por Assunto "Higher education"

Agora exibindo 1 - 19 de 19

Acesso aberto (Open Access)
Análise do curso de engenharia industrial da UFPA Abaetetuba empregando o método SERVQUAL na percepção discente
(Universidade Federal do Pará, 2018-12) MARTINS, Harley dos santos; LOBATO, Beatriz Cardoso; SANTOS, Ismael Gomes dos; MELO, Andreza Negrão; RODRIGUES, Stefane Dias
The objective of this work is the development of a quantitative research, surveying the expectations and perceptions of students of industrial engineering in relation to the course. The survey data was collected from online questionnaire applications, using a googleforms tool, and printed questionnaires. The information gathered was tabulated, thus calculating gaps for negative and positive points, highlighting gaps in items dealing with the canteen (-1,264), dissemination of information on events and services of interest to students (-1,321) and specific laboratories (-1,377). Using the 5W1H quality tool, an action plan was developed for the improvement process and to avoid errors and dissatisfactions.
Acesso aberto (Open Access)
Banco de Produtos Educacionais Acessíveis (BPEA) como proposta estratégica para Núcleos de Acessibilidade
(Universidade Federal do Pará, 2024-06-24) WANZELER, Jaqueline do Nascimento Brito; SARDINHA, Ana Paula de Andrade; http://lattes.cnpq.br/5647500559593317; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686
The objective of this work was to develop a prototype of a Bank of Accessible Educational Products (BPEA) that support Accessibility Centers in Higher Education. In this context, the BPEA enables the standardization and storage, search/consultation, preservation and sharing of institutionally prepared Accessible Educational Products (PEA). The research was divided into five moments: 1) In the first phase, a bibliographical search was carried out in the data-bases between 2020 and 2023 on topics of interest; 2) Technical visits were then carried out at the Accessibility Coordination at the Federal University of Pará (UFPA) and at the Amazon Center for Accessibility, Inclusion and Technology at the Federal Rural University of the Amazon (UFRA) with interviews and application of the form on Google Forms and collection an exhibition of Accessible Educational Products created in the last five years; 3) In this phase, planning began through diagrams using Unified Modeling Language (UML) in the relational model; 4) PostgreSQL implementation of the database in the specificities/functionalities raised in partnership with the Institutional Scientific Initiation Scholarship Program (PIBIC)-UFPA 5) In the last phase, validation tests were carried out based on the Digital Preservation Reference Model ( OAIS) using the Likert scale (in four scales). You Selected experts were from four groups (teachers, pedagogues, accessibility and information technology professionals) and the validation results demonstrate the potential to contribute to accessibility services in the “Curriculum, Communication and Information” axis of the Include Program of the Minis-try of Education. Finally, it is believed that the BPEA prototype demonstrates how necessary the automatic management of Accessible Educational Products is to improve the lives of education professionals and apprentices, in addition to contributing to the evolution of Accessibility Centers in Higher Education in Brazil.
Acesso aberto (Open Access)
Burnout e clima organizacional: intervenções para redução de riscos de incidência nas IFES
(Universidade Federal do Pará, 2020-06-24) SILVA, Josemare de Nazaré Sousa da; TEIXEIRA, Eliana Maria de Souza Franco; http://lattes.cnpq.br/5865287894194983; https://orcid.org/0000-0002-7979-2404
Acesso aberto (Open Access)
Cartas para Amazônia: convergências entre saberes locais e Ensino Superior
(Universidade Federal do Pará, 2023-07-31) SILVA, Aldenora Pena da; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
Traveling through the various sides of Amazon region is the invitation of this present The present paper. The objective of the research is to contribute to the promotion and appreciation of Amazonian identities in teaching and learning processes experienced by undergraduate students from the North Region of Brazil. In this regard I intend to promote discussions through the convergence between the local knowledge and higher education. The Pedagogical Letters are used in this research as a methodological support for those discussions and to increase connections among students from different realities and different places in Amazon region by reviewing their surroundings, sharing impressions, and identifying themselves in the eyes of others based on differences and similarities. The purpose is to initiate a journey guided by various theories which support this research. The journey begins with the theoretical-methodological proposal by Jesús Martín-Barbero (2004), supported by Deleuze and Guattari (2000) and Passos, Kastrup and Escóssia (2015), such theorists identified in the cartography as a study perspective opened to different views that enable the researcher being part of the research by affecting and being affected by those experiences. Paulo Freire thoughts are present as a methodological tool in the Pedagogical Letters and in the claimed theories of a transformative, critical and emancipatory education. To substantiate the discussion on identity the theories of Stuart Hall (2005), Néstor Canclini (2008), Rogério Haesbaert (2010), Silva (2012) and Oliveira (2019) contribute to the understanding of the confusing ways of the Amazon formation. The discussion on higher education institutions is supported by the theories of Mello (2007) and Mello, Almeida Filho and Ribeiro (2008). It is not possible to develop a research on pedagogical letters without mentioning Wolton (2006), Freire (1985), Amabile (2012) and Paulo e Dickmann (2020) and the concepts that permeate the paths of communication, creativity and intentionality in the exchanged letters. Supported by such theoretical-methodological foundations, we developed the educational product Cartas para Amazônia, which is composed for a) Travel Kit: that brings clues on how the exchange of correspondences can occur methodologically and b) Travel Diary: from the research experienced by me and the students-correspondents and from discoveries and the connections among different worlds and knowledges the final educational product – Collection of Letters – Cartas para Amazônia rises. The exchange of letters proposes to bring, to each of the student-correspondents, the intersection between local and academic-scientific knowledge, enabling a diferente view of their own reality by sharing with others their conceptions of what associates them with this place in the world, appreciating their identity relationship and promoting practices engaged linked with the preservation and appreciation of Amazon.
Acesso aberto (Open Access)
Contrapontando: um roteiro de integração de competências para o ensino-aprendizagem da notação musical digital
(Universidade Federal do Pará, 2023-07-25) RODRIGUES, Rodrigo Gabriel Ramos; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This work presents the results of research carried out within the scope of the Postgraduate Program in Creativity and Innovation in Higher Education Methodologies at the Federal University of Pará (UFPA) aimed at the development and evaluation of an integration roadmap to enhance the teaching-learning process of Digital Musical Notation (DMN) for Music teachers in higher education. For this, we activated our experience as teachers of the Bachelor's Degree in Music at the Carlos Gomes State Institute (IECG), which was configured as the locus of the research. The resulting Educational Process (EP) from the research was titled "COUNTERPOINTING", and consists of a proposed teaching-learning journey made available in digital format, which systematizes a process of integrating digital and musical skills, based on the approximation of levels/layers previously defined by frameworks (CARRETERO GOMEZ, 2017; REDECKER, 2018) and musical theories, such as Swanwick's (1994, 1999, 2003, 2014, 2021). The construction of this research took place in six phases. In the first, we focused on characterizing the locus of our professional activity, from which it was possible to understand the structure of the IECG, the Bachelor's course, and the role of the Music Publishing disciplines within this course. The second phase was dedicated to mapping and analyzing six score editing programs, identifying differences and similarities between them. The third phase consisted of surveying information about the ownership and use of technologies among IECG students, reaching a sample of 30% of the student body of the institution. The fourth phase was for conceptualizing and discussing the premises of what we understand as DMN. In the fifth phase, we evaluated the content of the first version of the Educational Process (EP). The suggestions, recommendations, and comments received from the four evaluators allowed significant improvements to the EP, as well as a better understanding of the relevance of its proposition. The sixth and final phase, therefore, was dedicated to the conception and development of the final version of the EP, involving a design professional and text review. Among the results and contributions of this research, we highlight that the construction of the roadmap will enable teachers to expand the knowledge of their musician students, assisting in the study of other subjects and enhancing learning autonomy through technology. We believe that the development of this EP already benefits both the IECG community and any other teacher who is interested in promoting the development of Digital Musical Notation.
Acesso aberto (Open Access)
Ensino na Saúde como objeto de pesquisa na pós-graduação stricto sensu: análise do Pró-Ensino na Saúde
(Universidade Estadual Paulista, 2018) BAHIA, Silvia Helena Arias; HADDAD, Ana Estela; BATISTA, Nildo Alves; BATISTA, Sylvia Helena Souza da Silva
Acesso aberto (Open Access)
Estresse e características resilientes em alunos com deficiência e TFE na UFPA
(Conselhos Federal e Regionais de Psicologia, 2019) PEREIRA, Rosamaria Reo; SILVA, Simone Souza da Costa; FACIOLA, Rosana Assef; PONTES, Fernando Augusto Ramos; RAMOS, Maély Ferreira Holanda; RAMOS, Edson Marcos Leal Soares
There are few studies dealing with the presence of stress and resilience on undergraduate students with disabilities and with specific functional disorders in higher education, which indicates the need for these two themes to be more studied and better understood in the university environment. The present study aimed to describe the sociodemographic and academic characteristics of 50 university students who participated in the study and correlate them with levels of stress and resilience. The instruments used were a semi-structured questionnaire and two scales: Perceived Stress Scale and Resilience Scale. The results were analyzed through descriptive statistics and the exploratory statistical technique. The results showed that students with high levels of stress have moderate and low levels of resilience. From this result, it was concluded the need to develop programs that aim at the maintenance of effective coping strategies in adverse situations within the academic context. It is expected that this study may contribute to the construction of institutional policies that favor the inclusion in fact of students with disabilities and with specific functional disorders at the Federal University of Pará and other higher education institutions.
Acesso aberto (Open Access)
Formação para docência no ensino superior: estudos sobre os saberes docentes e os programas de monitoria
(Universidade Federal do Pará, 2016-06) SOUZA, Renato Oliveira de; NERY, Vitor Sousa Cunha
The present work aims to make a diagnosis of the scientific-academic productions, starting from thematic axes such as: Teaching Knowledge, Monitoring and Teacher Training for Higher Education. In order to do so, a bibliographical research of the productions of theses and dissertations elaborated in the period from 2006 to 2014 was systematized, in order to establish the State of the Art of these productions and, thus, to balance them according to their temporal, spatial and Theoretical. The body of work is divided into two main chapters; The first one deals with the conceptual and formative aspects of the Teaching Knowledge according to renowned authors in the area, and then presents the conceptual, historical and legal aspects of Academic Monitoring, alluding to the trajectory and transformations of monitoring throughout Brazilian history; The second chapter presents a diagnosis of the productions of theses and dissertations elaborated in Brazil, followed by their analysis. The results evidenced that there are few methodological and reference variants in the productions, but they present a great gap in the production works with the aggregation of the mentioned themes, since only one paper presents in its research the three thematic axes. In the face of everything, it is concluded that there are few productions with the aforementioned themes, perhaps due to lack of interest or information, pointing to the non-recognition of the educational potential of the monitoring activities.
Acesso aberto (Open Access)
GOLIBRAS: uma ferramenta para divulgação dos sinais da UFPA
(Universidade Federal do Pará, 2019-05-08) LIBONATI, Ana Carolina Delgado Quaresma; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189; https://orcid.org/0000-0002-9879-9193
This work is about the development of the Online Glossary of Brazilian Sign Language (GOLIBRAS), a glossary of Libras aimed at the deaf community of the Federal University of Pará (UFPA), covering, in its prototypical phase, 29 signs referring to places of the university. We sought to answer the following question: how to provide greater access to Libras signs created within the context of UFPA? The product development was based on an applied research, with a qualitative approach, divided into two phases: one focused on theoretical research, with a bibliographic review; the other one focused on the development of the product and it was divided into three subphases: cataloging of signs, elaboration of the website (its characteristics and functionalities) and evaluation. The bibliographic research was initially focused on linguistic studies of Libras and its speakers, highlighting the notion of deaf community, the signal language parameters (the phonetic aspect of these languages), the classifiers and the SignWriting model. After that, accessibility and its importance were investigated, as well as the accessibility initiatives within the scope of UFPA, highlighting the role of the Accessibility Coordination (CoAcess), responsible for the creation and validation of the signals included in the initial version of GOLIBRAS. In the second part of the research, the development of the product, a cataloging sheet was first developed for the cataloging of signs of UFPA’s places and facilitating their insertion into the product. After that, it was possible to develop the site itself, including all the mentioned signs, besides its definition, example of use and information regarding the parameters used in its execution and its writing in SignWriting. Finally, the product was validated by six individuals, all members of the deaf communities of UFPA and the Federal Rural University of Amazonia (UFRA). The product was considered validated, given the positive reception by the evaluators, but it was clear that some modifications would be necessary. Thus, it was concluded that GOLIBRAS has the capacity to achieve the proposed objective and is a tool that has the potential to assist both in the issue of accessibility in UFPA and in the teaching and learning processes that includes deaf students, deaf and listeners professors and sign language intepreters.
Acesso aberto (Open Access)
HQ Criativa: uma HQtrônica para estimular docentes a trabalharem a competência criatividade por meio da produção de histórias em quadrinhos em sala de aula
(Universidade Federal do Pará, 2020-05-04) VASCONCELOS, Andreza Jackson de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
This dissertation presents the process and the results of the “HQ Criativa” conception, an Electronic Comics (kind of hypermedia comics) which is composed of four episodes and two subproducts (the inspiring Bullet journal - the diary of the main character’s narrative - and the Creativities in comic strips - proposed activities elaborated from the comic book production process). The first episode prototype is available on a free and easily accessible platform, along with the scripts, the characters’ profile sheets and the subproducts. In the future, all the final version episodes of the “HQ Criativa” will be available. This educational product was based on the 21st century reality in which creativity is considered an essential competence in people’s private, academic and professional life as well as it considers the University as a social institution which is responsible to enhance and develop the students’ creativity. In order to encourage professors to insert creativity in their pedagogical practices, we have had outlined as a focus question for this research: How to contribute to Higher Education professors foster their students’ creativity competence by the production of comics in the classroom? In order to answer this question, we have defined as a general objective: To develop an Electronic Comics to support teachers foster the creativity competence by the comic strips production in Higher Education classroom. In order to achieve this goal, we have theoretically been based on the concepts of the creativity as a capacity inherent to the human being by Csikszentmihalyi (2006), Sternberg and Lubart (2002) and Runco (2007), the creativity in Higher Education by Alencar (2011) and Fadel and Wechsler (2011), the creative professor by Morais and Azevedo (2011), the creativity competence by BNCC (2018) and Zabala and Arnau (2014), the language of comics (Vergueiro, 2018), the tradicional comics charecteristcs by Eisner (2010) and Chinen (2015) and, Electronic Comics by Franco (2008). To develop this qualitative research, we have carried out the following methodological procedures: (i) a bibliographic and documentary research; (ii) a selective literature review; (iii) the Electronic Comics; iv) the script and characters’ product validation through an expert panel; v) the materialization of the first episode prototype; vi) the validation with the specialists who participated in the first stage of validation. The research results, although the product has not been tested in a real teaching and learning practice, were corroborated by the analysis of the panel of experts, who highlighted the relevance of the “HQ Criativa” in contributing to the promotion of reflections about the creativity development in Higher Education and the relevance of having an adequate university education for the context where we live.
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/7813719832858592
This 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.
Acesso aberto (Open Access)
@midiasnoensino: uma proposta de uso do Instagram como ferramenta educacional para o ensino superior
(Universidade Federal do Pará, 2019-11-22) BRIGIDO, Jéssica de Almeida Vasconcelos; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842; https://orcid.org/0000-0002-8969-7320
Social Media platforms have astonishingly spread to the point they are part of the daily lives of most people, modifying the way they now communicate. However, such technologies have not yet effectively made themselves available as educational tools ready for use in different leveis of teaching. Based on this framework, this dissertation describes the steps taken to answer the following focus question: in which ways higher education teachers can use the social media Instagram as an educational tool? For that purpose, a series of experimentations were carried in other to achieve a main goal: the proposition of possibie uses of Instagram as educational tool to assist teachers in pedagogical practices and to promote learning processes in higher education environments. A quaiitative and expioratory approach was chosen in order to achieve such goais. This approach inciuded methodological procedures such as bibliographic research, participant observation (PERUZZO, 2017), validation of results before an experts' panei (PINHEIRO; FARIAS; ABE-LIMA, 2013), data collection, the anaiysis of feedback and the materiaiization of the intended product. Instagram was tested as educational tool during two courses of the undergraduate program in Technology of Multimedia Production at the Pará Federal University. By looking for different meanings for Instagram usage, activities were carried to experiment to which extent this social media use could follow aiong students' learning path, enable feedback practices, stimuiate creative abilities, and promote collaborative learning. The Instagram profiie @midiasnoensino is presented here as result of this dissertation process, displaying possibiiities in pedagogical practices using this social media, in the form of posts and adaptabie tempiates. Activities available in the profiie are interesting aiternatives for teachers accessing them, as they allow considerations on the uses and appropriations of Instagram apart from its most common uses in daiiy life. Such activities are asso open for adaptations and the creation of new meanings through the reorganization of possibiiities according to actual practices teachers experience in their work environments. That is, the proposed activities enable teachers to use creativity to deveiop actions that build knowiedge in a dialogic and collaborative manner.
Acesso aberto (Open Access)
Minidicionário digital da língua de sinais Munduruku
(Universidade Federal do Pará, 2021-06-24) FERREIRA, Ivanilton; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906; GONÇALVES, Arlete Marinho
This research brings the results of capturing records of the sign terms used by the deaf of the Munduruku ethnic group, for the development and conception of the DIGITAL MINI DICTIONARY OF THE MUNDURUKU SIGN LANGUAGE, which has 59 sign terms and is available in e-book format. To this end, we try to answer the following focus question: How can the digital Mini dictionary developed in this study contribute to the training process of teachers of Libras and Special Education courses, for the acquisition of Sign Language in the deaf community of the Munduruku ethnic group in the State of Pará? Given the focus question, the main objective for this study was to design a Digital Mini Dictionary of the Munduruku Sign Language - in Portuguese, LSM - aiming to contribute to the teacher training process for the acquisition of the Sign Language used in the village of Karapanatuba, in the municipality of Jacareacanga, in the State of Pará. The research presents a qualitative, exploratory, and field approach. The locus of the research was the Karapanatuba village, in the Munduruku Indigenous Land, located in the municipality of Jacareacanga, in the southwest of the State of Pará, and the techniques used were participant observation and open interview. The research participants were: 3 deaf indigenous people from the Munduruku ethnic group; 3 indigenous teachers, academics from the UEPA Indigenous Intercultural course; 1 non-indigenous participant, who works in the Munduruku Indigenous Land; and 1 local interpreter from the Karapanatuba village. Due to the pandemic, the sign terms’ capture and registration took place remotely and in person. For cataloging and product development, we used a terminographic form and, in addition, we used the registration form to then organize and systematize the sign terms. To meet the criteria for designing educational products, validation was necessary, and this stage was divided into two parts: the first with the deaf community of the Munduruku ethnic group, to validate the signs, and the second with the expert panel, composed by professionals from the areas of sign language, indigenous peoples, and design/communication. With the conception of the Digital Mini Dictionary, we intend to contribute and spread LSM signs to expand sign language vocabulary in Brazil, so that it can be an additional use and research tool for Libras and Special Education teachers, as well as for undergraduates /deaf teachers and students from the Munduruku people. In summary, the product was analyzed by the Munduruku community of deaf and hearing people, by specialists and research professors, leading us to the conclusion that this pedagogical resource is important and indispensable to improve communication and interaction between deaf and hearing indigenous people, and it can also strengthen Munduruku sign language as a differentiated linguistic dissemination given its condition as an emergent and cultural language.
Acesso aberto (Open Access)
OficinAtiva: uma experiência formativa a partir dos princípios das metodologias ativas com docentes da universidade do estado do amazonas (UEA), no município de Manicoré
(Universidade Federal do Pará, 2020-03-12) RODRIGUES, Rosa Maria Siqueira de Carvalho; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842
The present work brings in its context the discussion about educating professors in the perspective of building teaching knowledge, which indicates the reflection about the pedagogical practice that nowadays needs to educate citizens with critical thinking, ready to assume their role in accord with the needs of society. In this context, there are teaching practices based on different processes, entitled active methodologies, which aim to put students as the protagonists of their learning process, favoring autonomy development and collaborative learning. We therefore describe the steps taken to answer the focus-question that guided this dissertation: how can professors’ training, with an emphasis on active methodologies, contribute to reframe pedagogical practices of professors of the Amazonas State University (Universidade do Estado do Amazonas – UEA), in the Manicoré municipality? To do so, we elaborated the general objective of the research, which consisted in developing a professors’ training workshop to foster reflection on the teaching practice based on the principles of active methodologies in the Amazonas State University in Manicoré. To reach this goal, the theoretical basis of this work is based on the studies of Moran (2015), Freire (2006), Almeida (2005), Berbel (2011), Lucarelli (2000), and Zabalza (2004). The empirical basis, on the other hand, has a qualitative and exploratory approach, built with methodological procedures such as bibliographical research, participant observation (PERUZZO, 2017), specialists’ panel (PINHEIRO; FARIAS, ABE LIMA, 2013), data gathering, opinion analysis, product materialization and validation by the OficinAtiva: ways to innovate in class. Through the data collected, it became evident that professors did not yet know active teaching-learning methodologies and showed great interest in using them in their classes. Participating in the OficinAtiva allowed them to comprehend in practice the principles that guide these methodologies, which is a determining factor for them to give new meanings to their pedagogical actions and build knowledge in a diverse way.
Acesso aberto (Open Access)
Resposta à diversidade: políticas afirmativas para povos tradicionais, a experiência da Universidade Federal do Pará
(Núcleo de Antropologia da Sociedades Indígenas e Tradicionais, 2011-12) BELTRÃO, Jane Felipe; CUNHA, Mainá Jailson Sampaio
Research analyzes the Admissions Program and the new reality of affirmative action measures at the Federal University of Pará, its context and implications. A special interest regards higher education and cultural diversity. Study reflects upon the goals of such policy; the different arguments among actors involved; the institutional conduct; and the benefits and difficulties faced to implement the program. The principle that guides the study understands the rights of indigenous populations in their access to University and sees the measures as a victory of the indigenous movement. Challenges remain, though, at two levels: first, it is necessary to develop policy to face institutional and social resistance to the implementation of the program; second, it is paramount to support the indigenous students in their needs in their new academic life.
Acesso aberto (Open Access)
Sala de aula invertida (Flipped classroom) no ensino de graduação em enfermagem: manual de recomendações para implementação
(Universidade Federal do Pará, 2023-09-19) BASTOS, Rennan Coelho; MENEGAZ, Jouhanna do Carmo; http://lattes.cnpq.br/2423764452219953; https://orcid.org/0000-0002-7655-9826; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
The development of this research and consequently the elaboration of the educational product resulting from the methodological process were motivated by experiences during graduation as a student and monitor of a curricular activity called “Educational Processes in Nursing I”, the first experience with Classroom methodologies Inverted and the implementation of the new Curricular Pedagogical Project (PPC) at the Faculty of Nursing (FAENF) of the Universidade Federal do Pará (UFPA). Given this, both the research and the educational product aimed to: contribute to the implementation of the Flipped Classroom in undergraduate Nursing education at FAENF/UFPA. For the methodological conduct of this study, it was decided to carry out a scoping review with the objective of mapping practices for implementing the Flipped Classroom in undergraduate Nursing education based on the literature. The presentation of the results of the content analysis of the studies that made up the sample for this review were extracted considering the inclusion criteria established in the protocol, in order to answer the focus question and the objectives of this research. The Recommendations Manual, Educational Product (EP) of this research, was prepared based on the results extracted from the scoping review. The PE aims to offer undergraduate teachers a pedagogical resource to assist in the implementation of SAI in Nursing teaching, stimulate active learning, promote a creative and dialogical teaching environment, in order to integrate theory and practice for meaningful learning. The Manual consists of 20 pages, which are organized: front, back cover, presentation, summary, introduction, operations model, development (steps 1, 2 and 3), general recommendations, literature suggestions and inspirations, references, final cover. The target audience of the Educational Product anchored in this dissertation, undergraduate Nursing professors, were considered to compose the panel of experts for evaluation and validation of the Recommendations Manual. From the evaluations, it was received feedback that the content, the steps and their organization, the recommendations and suggestions, presented in the manual, help the teacher in the process of implementing the SAI in Nursing teaching, as well as in the development of skills and abilities of students. The experts also evaluated the manual's language as clear, coherent and objective and the design as attractive and well-designed. When asked if they would use the product and recommend it to other teachers, they were positive. The validation process also showed that the product is innovative and provides teachers with new ways to promote active learning, placing the student at the center of the process, breaking with the teacher's stance as holder of knowledge, towards the collective construction of knowledge. That said, the present work fulfilled the proposed objectives, producing a powerful pedagogical resource that contributes to the use of active methodologies in higher education, in order to promote active and meaningful learning in undergraduate Nursing education.
Acesso aberto (Open Access)
Sentido do Ser: jogo das competências socioemocionais para universitários
(Universidade Federal do Pará, 2022-04-29) SOUZA, Ana Carolina Aleixo de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
In a life rationalizing-driven society, which values the severability between rational processes and social phenomena, different imbalances arise, including the emotional and relational ones. Nonetheless, psychological illness, especially anxiety and depression disorders, associated with the covid-19 pandemic, are increasing. Young university students have to deal with both the pandemic scenario and the normal challenges of the academic context. Accordingly, a movement arises, at different levels of education, with the proposal to perceive, respect and encourage human integrality, based on biopsychosocial-emotional aspects. The focus question that guided this work arose from the concern that this movement causes: “How to favor for university students, in a playful way, the contact, thinking and discussion about socio-emotional skills that can contribute to their ability to deal with common challenges in academic life?” Therefore, the goal of this work is to develop a board game that allows the contact, thinking and discussion about socio-emotional skills that can contribute to the ability of university students to deal with common challenges in academic life. To achieve this goal, we carried out a research to support the understanding of socio-emotional skills, their relationship with academic performance, and game design. We investigated products and initiatives that inspired the development of the game elements. In the product elaboration phase, we structured the mechanics, dynamics and aesthetics of the game based on the Mechanics, Dynamics and Aesthetics (MDA) framework. During this process, we entitled the game as “Sense of Being: socio-emotional skills game for university students”. Sequentially, the prototype of the game was submitted to the first step of testing, carried out with seven undergraduate students from a private higher education institution in the city of Belém, Brazil. Subsequently, a panel of specialists formed by three Psychology professionals, working as undergraduate professors at public higher education institution, analyzed the content of the cards that make up the game. Then, four Psychology professionals, working in the specialized student support service of a private higher education institution in the city of Belém, Brazil, analyzed a set of cards of the game and the other elements that compose it. In each step, we collected the given feedbacks, which oriented the adjustments to the game elements. As a final step, the files containing the final version of the components were presented and made available in a way that allows easy access to the contents. The impressions highlighted by students and specialists who contributed to the research indicate that the product arouses interest and it’s innovative, especially for dealing with socio-emotional skills in a playful way and also for presenting characteristics of germinability.
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/4423219093583221
This 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.
Acesso aberto (Open Access)
Vozes em diálogo em documentos que tematizam a interiorização da UFPA
(Universidade Federal do Pará, 2013-12) AZEVÊDO, Maria da Conceição
We aimed to identify elements to describe legitimate partners in the implementation of the Federal University of Pará education policy in the interior of the state by analyzing official documents issued during the beginning of the process in the mid-1980s.We intend to retrieve the partners’ voices in the construction of Federal University of Pará at a crucial time of its history. Questions addressed include: Who are Federal University of Pará’s actual partners in the implementation of its policy?; Are they its management staff, its faculty members, the Amazonian communities, the municipalities, or the federal government of the brand new republic?; Whose are those voices and how do they echo in the documents that witnessed the beginning of the referred policy? We are grounded in notions of voices, production context (BRONCKART, 1999) and discourse genres (BAKHTIN, 2003). Two documents comprise the corpus: official documents related to the institucional policy. We analyzed how the different voices interact in enunciative texture in order to identify to what extent and in what ways the instances of enunciation can categorize the policy that allowed the expansion for this university into the state.