Navegando por Assunto "Project-based learning"

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Acesso aberto (Open Access)
Aprendizagem baseada em projetos mediada pelo uso de WebQuest na formação inicial de professores de língua inglesa
(Universidade Federal do Pará, 2024-03-20) MARTINS, Tania Cristina Silva; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
The professional development of pre-service English language teachers plays a fundamental role in the context of contemporary Brazilian education, such as, for example, in preparing future teachers for the development of lifelong learning skills, namely, good communication, critical thinking, digital literacy, among others, just to name a few. Such teacher development can help the teacher to better identify, critically and reflectively, the needs and interests of students, and enable personalized learning, through each student's life projects. Therefore, this research aimed to present an educational process based on project-based learning (PBL), mediated by the use of WebQuest, for pre-service English language teachers. Grounded in the principles of the qualitative research approach and using the action research method, the educational process, entitled “WebQuest: project-based learning in English language teaching”, was planned, applied and evaluated in the context of the degree subject “Technologies in the teaching and learning of foreign languages”, in the English language teaching major, at the Faculty of Modern Foreign Languages (Faculdade de Letras Estrangeiras Modernas - FALEM), at the Federal University of Pará (Universidade Federal do Pará - UFPA). The results of the evaluation of the educational process demonstrate its effectiveness in contributing to the pre-service English language teachers' professional development, by creating conditions for meaningful learning about PBL, mediated by the potential of WebQuest, both as a technological resource and as a methodology. It should be noted that this educational process was evaluated by student-participants in the research and by expert teachers. Furthermore, by integrating PBL and WebQuest, the educational process gained aspects of innovation and replicability. It is concluded that this research can contribute to the advancement of knowledge in the field of study of PBL in the Brazilian context of teaching and learning the English language, with regard to curricular integration, teacher development and the incorporation of digital technologies in PBL.
Acesso aberto (Open Access)
Ensino e aprendizagem de línguas adicionais na complexidade: a emergência do método por projetos
(Universidade Federal do Pará, 2024-08-22) CARNEIRO, Tiago da Fonseca; MAGNO E SILVA, Walkyria Alydia Grahl Passos; http://lattes.cnpq.br/6129530461830312; https://orcid.org/0000-0001-8572-147X
Project-Based Learning (PBL) has increasingly garnered attention in both international and national discussions as it aims to bring students closer to everyday issues of high relevance in their communities, as well as to 21st-century life skills and competencies. This approach allows the learning of school content to emerge from reflecting on these community problems and challenges (Bender, 2014). Thus, PBL meets the demands outlined in the Brazilian National Common Core Curriculum (BNCC) by making learning meaningful in its context and time. However, in the context of additional language teaching and learning (ALTL), the absence of a Project-Based Method (PBM) grounded in discussions specific to Applied Linguistics (AL) poses challenges for teachers in its implementation, particularly when considering the classroom as a complex adaptive system (CAS). In view of this, the general objective of this study is to propose the PBM in light of complexity theory. Specifically, the following objectives were met: 1) to situate the PBM within AL by referencing the approach from which it derives, namely the Multiple Intelligences Approach; 2) to describe how the design of the PBM functions as an initial condition for PBL; and 3) to indicate how viewing the classroom as a hologram can support teachers in using the PBM as a complex method. Regarding the methodology, we conducted action research with first-year high school students at a public school in Belém, employing the following research instruments: focus group, observation protocol, and evaluation protocol. The results indicate that the PBM proposal and the suggestion of underlying procedures mitigated the difficulty of incorporating elements of PBL into ALTL, particularly due to the emergence of the managerial axis. Furthermore, it was confirmed that the PBM should operate as an initial condition, with its design being open to contingencies, and that viewing the classroom as a hologram facilitates the retroactive adaptation of the method's design. Prospectively, we hope that the PBM can support the implementation of a bilingual curriculum at the aforementioned school, as it can be utilized as a method within another approach, namely Content and Language Integrated Learning (CLIL).