Navegando por Assunto "Metodologia ativa"

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Acesso aberto (Open Access)
Abordagem de ensino e aprendizagem para estudantes com Transtorno do Espectro Autista no ensino superior: “Tecendo Perspectivas na Aprendizagem Invertida”
(Universidade Federal do Pará, 2021-12-17) PAIXÃO, Ivanir da Silva; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842
The increasing demand of students with Autistic Spectrum Disorder entering higher education has changed the educational scenario and fostered important discussions about the need for inclusive education and the use of adequate pedagogical/methodological materials for teaching this specific public. By reflecting on these needs, considering the scarcity of teaching material and attempting to contribute to the inclusion of the ASD students in higher education, we based this research on the following question: How to assist university professors on the process of teaching ASD students? The main purpose of this research is to create a teaching material composed by guidelines and methodological strategies which are based on active teaching and learning methodologies. In this context, we developed an educational product named TEAr. It consists of a pocket book for university professors that focuses on teaching students with Autistic Spectrum Disorder. It was based on the guiding principles of active teaching-learning methodologies; hence it proposes an adaptation of inverted learning in order to meet the main educational needs of ASD students. In order to elaborate the product, we carried bibliographical research on active teaching-learning methodologies applied to teaching students with ASD, the public policies for inclusion on general and inclusion of ASD university students specifically, and the academical characteristics of students with ASD by working with reports from the university students themselves. After conducting the bibliographic research and analyzing the reports, we created the project’s proposal. The proposal was submitted to the evaluation of a experts’ panel, which consisted of 3 different representations: a teacher, a student with ASD, and a UFPA’s mentor. The goal was to collect suggestions and make adjustments. After the contribution of multiple perspectives, the final version of TEAr was considered suitable to be used by university professors who teach undergraduate students.
Acesso aberto (Open Access)
Metodologia ativa de ensino em cenário amazônico: o estudo de caso do boto
(Universidade Federal do Pará, 1995-08-04) PARENTE, Layane Joyce Rosa Maia; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468; https://orcid.org/0000-0003-0042-8640; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The present research aims to bring the construction process of an educational case study based on real narratives in the Amazonian context about the river dolphin, resulting in the elaboration of an educational product. The scenario for the construction of the case was the municipality of Mocajuba, where the methodology was carried out, which involved the collection of narratives from the community. These narratives provided the input for the construction of the case. The dolphins are animals that inhabit the rivers of the Amazon and are currently classified as endangered. The main threats related to the group are linked to the use of their organs and tissues for medicinal and mythical-religious purposes, as well as retaliation by fishermen and hunting of the animal. The result of this work confirmed what has already been described in the literature about the conflicts arising from the human-animal relationship, as well as the appreciation relationship when the animal is seen from an exploitative point of view. Thus, the case study "the judgment of the dolphin" was constructed as a tool to raise discussions about the problems involving these animals.