Navegando por Assunto "Non-formal education"

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Acesso aberto (Open Access)
Educação sem fronteiras: espaço virtual de discussão sobre a atuação do pedagogo na educação não-formal
(Universidade Federal do Pará, 2019-04-30) PACHECO, Marcelo Wilson Ferreira; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
According to the curriculum guidelines of the Ministry of Education, which deal with the offer and operation of undergraduate degree in Pedagogy, at the national level, the training of students of this degree should be directed to their performance in both Formal and Non-Formal education, in the same proportion. However, not always the curricular design of the undergraduate courses takes this in consideration and ends up prioritizing school education as the main field of action of this professional. This is a concern that I have had since graduation and that, with the opportunity of the Master’s in Teaching of PPGCIMES, I was able to intervene by developing an educational product. Specifically, in relation to the Pedagogy undergraduate degree at UFPA, Belém campus, an analysis of its Undergraduate Degree Pedagogical Project, compared to the MEC guidelines, revealed that only one discipline within its entire curriculum design is tasked with working on the issue of the Educator in non-school environments. From this context, we define as a focus question for the research: How to use a virtual space of discussion, within the scope of the UFPA Undergraduate Degree in Pedagogy, to strengthen the debate about the possibility of the Educator acting in Non-formal Education environments? To answer the question, we outlined as the general objective of the work: To develop in the Undergraduate Degree in Pedagogy of the Federal University of Pará, Belém Campus, a virtual space that promotes the reflection of the Educator's performance in Non-formal Education environments; This educational product, a Virtual Discussion Space, was planned, created and developed, considering the reality of the Undergraduate Degree in Pedagogy and the training that it has offered its students, especially in what concerns the preparation for future professional practice, as Educator in social organizations. Thus, set in the Moodle Platform, it brought together elements of Distance Education with the face-to-face actions of the Discipline, in order to promote reflection on the fields of action of the Educator in Non-formal Education. In this sense, a methodological journey of mixed approach was undertaken, involving: bibliographical and documentary research; participant observation; data collection with professors (who act or have already acted in the Discipline) and enrolled students; a session of co-creation; and the elaboration of an authorial method, which was used to validate the product under the prism of four axes: a) Usability and Navigability; b) Content, Materials and Activities; c) User experience; and d) Viability and possibility of implementation. The Method of Evaluation and Validation Procedural and Participatory (MAVALIPP – Portuguese acronym) consists of the definition of validation sessions involving all participants of the educational product that, together, evaluated the fundamental criteria of the product. Finally, a panel of specialist professors was responsible for identifying whether the product met its objectives and had potential to be implemented to the reality of the UFPA’s Undergraduate Degree in Pedagogy in Belém. Each stage of product development brought significant results to the training of students attended, to professors, to the Discipline, to the Course and to the University, in a general way. Among the main repercutions from its use, we have: i) the resignification of the work of the professor of the discipline and his/her involvement with the modality of Distance Education; ii) the first experience in Distance Education, by the majority of students attended; iii) the survey of fundamental requirements and criteria that, validated, may serve as a parameter for the development of new products; iv) the elaboration of an authorial method of evaluation and validation of digital educational platforms; and v) the availability of the final product to be used according to the convenience of the Undergraduate Degree in Pedagogy and also as a model, which can be replicated in other University Undergraduate Degrees.
Acesso aberto (Open Access)
Processos de mediação docente e o desenvolvimento cognitivo dos estudantes em um clube de ciências: pontos de conexão entre a abordagem teórica de Reuven Feuerstein e o ensino de ciências por investigação
(Universidade Federal do Pará, 2022-03-16) ALMEIDA, Willa Nayana Corrêa; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
In this study, we investigate the problematic: In what terms are teacher mediation and students' cognitive development constituted with a view to structuring a new didactic environment in a Science Club, based on Reuven Feuerstein's theory and on the teaching of Science through investigation? For that, analyze teacher mediation processes and their effects on the cognitive development of students, establishing connection points between Reuven Feuerstein's theoretical approach and science teaching by investigation for the structuring of a new didactic space in the Science Club Prof. Dr. Cristovam W. P. Diniz. The constitution of the information to be analyzed took place in the aforementioned Science Club, which is configured as a space for non-formal education, from the application of the Investigative Teaching Sequence entitled “Sound Problem”. For organization and interpretation of the information collected, we chose to use microgenetic analysis. Research participants were eight students and three monitor teachers. During the analyzes carried out, it was possible to identify the use of various mediation purposes and criteria by the monitor teachers as each stage of the SEI was developed, in which the mediational teaching work was expanded or reduced according to the level of understanding and development of the students, as well as the situational variables that determine the difficulty and/or challenge of what was being proposed. These actions triggered speeches and attitudes on the part of students that evidenced the use of social practices of production, communication and knowledge assessment that allowed the development of cognitive functions, describing a profile of cognitive development of students. From these verifications, we structured the Modifying Investigative Environment, which can be seen as a new didactic space for the Science Club, in which the innovation lies in the intentional implementation of an investigational science teaching that promotes the cognitive and social growth of students. Thus, we understand that the Modifying Investigative Environment developed at the Prof. Dr. Cristovam W. P. Diniz from an investigative approach that presupposes the Mediated Learning Experience, can show a Structural Cognitive Modifiability of the students.