Navegando por Assunto "University education"

Agora exibindo 1 - 10 de 10

Acesso aberto (Open Access)
Aplicativo Point Docente: suporte educacional aos docentes que atuam com estudantes surdos no ensino superior
(Universidade Federal do Pará, 2022-06-15) MORAES, Alcione Batista da Silva; GONÇALVES, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
The research aimed to develop an educational application, with basic themes, based on the contribution of teachers' experiential knowledge in the education of the deaf in higher education. The product is an educational application called Point Docente and can support the self-training of teachers who have no experience with this public. The theory is based on the contributions of experiential knowledge (TARDIF, 2000; PIMENTA; GHEDIN, 2006; PERRENOUD, 2000) and education for the deaf (LACERDA; SANTOS, 2013; PERLIN, 2006). The study was carried out through applied research. The technique used was an interview with a semi-structured script, aimed at teachers with more than three years of experience who teach Libras in Higher Education, who are involved with the deaf culture. In addition, testing and validation questionnaires were applied to professors with experience in Higher Education, with or without involvement in the education of the deaf and professionals with training in the field of computer science. For the creation path, the Design Thinking (DT) approach was used with stages of empathy/definition/ideation/prototyping/testing and validation. The prototyping platform used was the Application Factory. Testing the prototype pointed out necessary adjustments regarding the organization of the contents of the material suggestions menu. The validation demonstrated that the application has an excellent average and that it can be recommended to support the work of other professionals. Finally, the Point Docente Application can be considered an informative and supportive tool for teachers who have little or no experience with deaf students, thus strengthening their educational practices and teaching with a more inclusive perspective.
Acesso aberto (Open Access)
App Nortear: protótipo de aplicativo educacional como apoio ao docente que atua com discente com Transtorno do Espectro do Autismo no Ensino Superior
(Universidade Federal do Pará, 2024-02-15) FERREIRA, Juliene de Sousa; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
The right to academic inclusion of Autism Spectrum Disorder (ASD) students is provided in Brazilian state policies and legislation. Its implementation, and the increase of students with ASD enrolled in Higher Education, as a result, the educational scenario has changed. This student faces several adaptation obstacles due to their specific needs and teachers have difficulties in dealing with these students in the classroom. In these terms, the objective of this research was to develop an educational mobile application prototype (app) to support teaching practices in the classroom with students with ASD in Higher Education. This is an applied research, field survey, quantitative and qualitative, using semi-structured interviews, with teachers who have already had experience with students with ASD in Higher Education and an online questionnaire with the multidisciplinary team of the Accessibility and Inclusion Centers (NAI ) from UFRA and UFPA. Among the central authors of this research are: Tardif (2014), who understands that knowledge is acquired from personal experiences; Pimenta, Anastasiou and Cavallet (2003), who study teaching in Higher Education presupposing reflection and evaluation of practices; Kenski (2012) and Moran (2015), who argue that education can be mediated by technology and Pressman (2016) who states that an app provides support to users in solving problems. The study was also supported by official documents and legislation regarding ASD. To develop the app prototype, we used the evolutionary process model with prototyping as a methodological reference with the main steps: gathering requirements; agile planning; project modeling; prototype development; validation from eight specialist judges in Special Education and feedback on functions. The application named APP NORTEAR was developed using the Figma, Kodular platforms version: 1.5B.3 - Fenix, Canva, Draw.io and Trello. A high-fidelity prototype was developed, with the following contents: Understanding ASD, suggestions for pedagogical practices, relevant guidelines and Accessibility and Inclusion Centers. Based on the evaluations of the expert judges, it was possible to validate the content, functionality and usability of the app. In the judges' assessment, important suggestions were made and will allow the development of new versions. The evaluation results allow us to affirm that the developed application prototype has the potential to support the practice of teachers without training in academic inclusion to work with students with ASD.
Acesso aberto (Open Access)
Educação interprofissional na formação em saúde do curso de graduação em enfermagem
(Universidade Federal do Pará, 2022-08-01) SANTOS, Sávio Felipe Dias; FERREIRA, Glenda Roberta Oliveira Naiff; http://lattes.cnpq.br/7459094802051187; https://orcid.org/0000-0002-8206-4950; OLIVEIRA, Marília de Fátima Vieira de; http://lattes.cnpq.br/7030765721580568; https://orcid.org/0000-0003-4303-9434
Objective: in general, the study proposed to know, within the scope of the Pedagogical Projects of the undergraduate nursing course of public universities, contents that address Interprofessional Education, in relation to the specific character, the study sought to characterize the undergraduate courses in of public federal, state and municipal universities, regarding the regional distribution and the curricular proposal in relation to Interprofessional Education and also to analyze the Curricular Pedagogical Projects of the undergraduate nursing course and the factors/aspects related to the offer of Interprofessional Education. Method: this is an observational, cross-sectional study that carried out a survey based on documentary sources (Curricular Pedagogical Projects). The data source was the Ministry of Education's electronic platform and took place during the period of March and April 2022 from a data collection instrument, the eligibility of the institutions that would be part of the scope of the research were undergraduate nursing courses, in a baccalaureate degree, in the face-to-face modality, that was in activity and with the Curricular Pedagogical Projects available at the electronic address. In relation to the analysis, non-parametric tests were used for categorical and normality variables to choose the test of quantitative variables, and to verify if there was a difference in the proportion, the chi-square tests and the G test were used. Results: they were part of the results 88 Higher Education Institutions Out of the 140 institutions found in the Ministry of Education database, of this sample, 47 (53.4%) were from federal public institutions, 34 (38.6%) from state public institutions and 7 (8%) of municipal institutions. Of this total, only 13 presented Interprofessional Education based on their Pedagogical and Curricular Projects, being divided, in Brazil, 5 Institutions (38.4%) in the northeast region and 2 Institutions (15.4%) in each of the other regions and the administrative category of this group were presented as follows, 7 Institutions (53.8%) were federal public and 6 Institutions (46.2%) were state public. On the other hand, regarding the administrative aspects/concepts of the course and the offer of EIP, only the type of course offer was related to the offer of EIP, with statistical significance (p=0.02), on the other hand, the proportion of EIP offered was higher among the offer of annual courses (28.1%) when compared to the semester (7.1%). Conclusion: implementing Interprofessional Education in national education and health policies is an essential process for the theoretical and methodological structure of the curricula and, consequently, for the curricular projects of undergraduate courses in health and nursing, since the training of these professionals must ensure a better health care.
Acesso aberto (Open Access)
Formação didático-pedagógica em programas de pós-graduação em enfermagem da região norte do Brasil
(Universidade Federal do Pará, 2019-12-18) SILVEIRA, Stelacelly Coelho Toscano; BACKES, Vânia Marli Schubert; http://lattes.cnpq.br/2282823329376580; https://orcid.org/0000-0002-8898-8521; MENEGAZ, Jouhanna do Carmo; http://lattes.cnpq.br/2423764452219953; https://orcid.org/0000-0002-7655-9826
Study analyzed the Action and Pedagogical Reasoning of permanent teachers for the pedagogical didactic formation in stricto sensu Nursing postgraduate programs of the Northern region of Brazil. METHOD: Mixed Methods Research. This research included permanent PGGENF teachers in the Northern region, listed on the Sucupira Platform as a permanent teacher in PPGENF in the Northern region, who taught discipline in one of the areas of concentration in 2018. For data collection, oral and documentary sources were used. Lattes curriculum, Sucupira Platform and interviews. The process took place in three stages, consisting of (1) Characterization of teachers, (2) Analysis of the structure of the Pedagogical Political Project (PPP) and (3) Semistructured Interview, interconnected with each other and with the proposed study object, indicating to find the relations of action and pedagogical action of teachers of postgraduate programs in the Northern region. Data analysis occurred in two moments through qualitative approaches through the Constant Comparison Method proposed by Strauss and Corbin (2008) and quantitative through the descriptive statistical technique. The guidelines and norms for research with human beings established in Resolution 466/2012 of the National Health Council were obeyed. RESULTS AND DISCUSSION: Initially 23 codes aligned with Shulman's proposal emerged. This grouping occurred due to the magnitude and significance of the data considering the interview and PPP of the programs. For the organization of the results, two goalscategories were established: “General pedagogical knowledge, Knowledge of the educational context and Students knowledge and its characteristics shaping the understanding of the pedagogical didactic formation” and “The academic formation and the Wisdom acquired with the teaching practice as reinforcers of an Action and Pedagogical Reasoning ”. CONCLUSION: Among the Pedagogical Action and Reasoning Model (APRM), the most expressive observation was the phases of comprehension and transformation, respectively, shown more objectively in the teaching phase. This movement allowed us to understand a cycle of reflections to new ways of learning, even if incipiently. It is important to highlight the contribution of the program, and how much the APRM can contribute to help explain the development of teacher education of future trainers within the field of nursing knowledge, contributing to further education, starting from the resignification of those who teach.
Acesso aberto (Open Access)
GravidApp 2.0: aplicativo educacional para a prática da enfermagem obstétrica no ensino superior
(Universidade Federal do Pará, 2022-05-26) AMORIM, Claudiane Santana Silveira; SERRUFO, Marcos Cesar da Rocha; http://lattes.cnpq.br/3794198610723464; https://orcid.org/0000-0002-8106-0560; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This work focused on developing an educational application entitled GravidApp 2.0, which was designed to be a theoretical-practical support for students of the Obstetric Nursing (ON) discipline, offered by Magalhães Barata School of Nursing at the University of the State of Pará (EEMB/UEPA). The theoretical methodological foundation is based on the concepts and principles of Health Education, teaching practices in Nursing and the theoretical discipline of Obstetric Nursing, in addition to notions and debates on active methodologies and Educational Technologies (ET). This study was based on the development of five main methodological phases adapted from Instructional Design Model of Falkembach (2005). In the first, diagnosis of the intervention context, data survey made towards the UEPA context, the Nursing course and the ON discipline. In the second, the survey and analysis of reference applications, educational applications on obstetrics were mapped on the Play Store platform. The third phase was to create and prototype the educational product on the multiplatform Unity and with help and support of an interdisciplinary team of professor and students of the University Federal of Pará (UFPA). In the fourth stage, validation of the application content, the participants were 13 Nursing Specialist Judges (SJ), who evaluated the GravidApp 2.0 through a 30 itens questionnaire that was answered using the Likert Scale that basead the verification of the Contente Validation Index (CVI). Furthermore, SJ gave recommendations about the application’s usage and functionalities. In the last phase, the application was reviewed and finalized to make it available on Play Store. Among the results, the following stand out: (i) the development of a useful, innovative, creative and easily accessible application may enhance ON students’ learning. In addition, the application can be replicated beyond UEPA context; (ii) the educational product proved to be valuable in terms of its contents, reaching more than 90% of its IVC global percentage, presenting an excellent evaluation among the SJ; (iii) the contributions were important to the training and performance of the researchers involved in its development. In this perspective, GravidApp 2.0 has potential to make direct contributions to the production of Educational Technology in the area of ON in the Northern Region of Brazil, since it is an authorial technology that promotes teaching-learning and assistance to the future Nursing professionals, making them more engaged and qualified.
Acesso aberto (Open Access)
GUIA ORIENTADOR SOMIA21: proposta didática para atividade curricular Educação Especial/Inclusiva, de criação de app inclusivo e potencializador da Tríade Funcional da Aprendizagem ao público Síndrome de Down
(Universidade Federal do Pará, 2022-07-28) ANDRADE, Thálita Montenegro de; GONÇALVES, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
Systematic education is an exchange and therefore needs both the teacher and the student. Invest in the preparation of teacher training, and should therefore be aimed at serving a heterogeneous classroom, especially the Pedagogue who will work with the Special Education modality. Among the types of students with disabilities, the target audience of Special Education, Down Syndrome, which is part of the Intellectual Disability group, caught our attention because it is little discussed, and requires specific skills from the teacher for actions aimed at to the school inclusion of this public, for this didactic actions carried out by teachers of initial training courses can be important to have differentiated future teachers. The study/product aims to produce a digital guide as a didactic proposal for a Special/Inclusive Education curricular activity, to create an inclusive app that enhances the Functional Triad of Learning for the Down Syndrome public. The product is a digital guide called Guidance guide Somia21: What do you need to know to develop an application that enhances the Learning Functional Triad of students with Down Syndrome?. The product brings concepts about Down Syndrome, barriers faced by this audience, concepts about the Functional Triad of Learning, tips for the development of inclusive applications and avatars, in addition to presenting an example of an application (by-product) and a identification of the Learning Functional Triad that can be used in situations of use of a thematic educational game using an app with students with Down Syndrome. The theory was based on the debate on the Functional Triad of Learning (FONSECA, 2014; MAIA, 2011) and the use of inclusive digital technologies (SALTON; AGNOL; TURCATTI, 2017; CNE/CEB, 2009) for the Down Syndrome (DSM) public -5, 2014). As a way of achieving the objectives, the methodology chosen was qualitative and applied research. The semi-structured questionnaire and systematic and unsystematic observation were used as a technique and the form in Google Forms, the registration form and application, evaluation and validation notes of the Guide were used as instruments. The subjects of the research were students with Down Syndrome in the 6th year of Elementary School and teachers of the curricular activity Special/Inclusive Education of Higher Education. The results show that participants with Down Syndrome were able to enhance the Functional Triad of Learning from the educational game in app format and the teachers of the Special/Inclusive Education curricular activity considered the Guide a great tool that serves teachers and future teachers to learn to develop an inclusive app with potential for the Functional Triad of Learning for the Down Syndrome public. It is concluded that the digital guide proved to be relevant for use by teachers in the classroom, thus enhancing the initial training of undergraduate students, in particular, of Pedagogy in inclusive practice.
Acesso aberto (Open Access)
INTENSITEA Protocolo de exercício físico para funções executivas de universitários(as) com TEA
(Universidade Federal do Pará, 2021-08-10) SILVA, Adeline Oliveira da; GONÇALVES, Arlete Marinho; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
When we talking about students with ASD in higher education, the challenges tend to increase to (a) the heterogeneous characteristic of this group, in which each one reveals itself within a spectrum, with distinct characteristics and (b) little access to scientific information by teachers. This qualitative, applied and exploratory research aims to develop and validate a physical exercise protocol that stimulates executive functions of attention, inhibition and working memory in students with ASD, to be used by professionals who serve this public in higher education. The study consisted of four male participants, aged between 19 and 23 years, undergraduate students at the Federal University of Pará, Belém campus, who had a diagnosis of ASD or ASD with other associated comorbidities. Each student was invited to participate in three sessions of on line interventions through the Google Meet platform, the 1st session being aimed at explaining the research procedures to him and his guardian, the 2nd one consisted of the control session, in which the cognitive tests and viewing a 25-minute informative video. The 3rd session took place seven days after the 2nd session and the cognitive tests and 25 minutes of moderate-intensity physical exercises were performed. Each session lasted an average of 60 minutes. The activities validated by students with ASD contributed to the creation of the final research product, a physical exercise protocol that is presented in two formats: PDF document and MP4 video class. These two formats were also validated by a panel of experts composed of seven professionals, including pedagogues, occupational therapists, physical education and design, advertising, social media and marketing teachers. The Intensitea product is a didactic instructional basis for professionals who can use the protocol with students with ASD in higher education to improve performance in tasks that demand good functioning of attention, inhibition and working memory.
Acesso aberto (Open Access)
Plataforma Rumo: um ambiente interativo para aprendizagem baseada em projetos no ensino superior
(Universidade Federal do Pará, 2020-09-28) OLIVEIRA, Fransuze dos Santos; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610
This work aimed to design a prototype of an interactive platform that facilitates the use of the Project Based Learning (ABPj) approach in higher education. As theoretical references, we are based on studies and reflections on conceptions and principles of Project-Based Learning, Active, Meaningful and Collaborative Learning, theories about the construction of knowledge from experience, interaction with others and with the world, the autonomy of the educating, throughout its metacognition process. For the construction of the prototype, qualitative research was carried out, with the creation of instruments and workshops to build the product's functionalities. Among the most relevant points are the understanding of the applicability of the ABPj approach, the critical points from the perspective of teachers and students and which are the most important functionalities, in addition to the construction of specific tools for planning and monitoring the approach. Another important point was the realization of courses on the ABPj approach to enable its understanding and application in a clear way, with the visualization of a step by step and, thus, the systematization of teaching from the approach in question. As a result of the research, it was possible to obtain a) the identification of critical points for the application of the ABPj approach; b) the systematization of teaching and assessment planning in the ABPj approach; c) the construction of a platform prototype, including screens and functionalities, which, as an interactive tool, contemplates the systematization of the previous item. The main conclusions are: a) the application ABPj, as a teaching and assessment approach, requires a clear understanding of teachers and students and, therefore, the organization of the teaching-learning process is fundamental; b) the platform as a digital tool will allow data collection that will serve as a basis for countless analyzes, making the teaching, evaluation and learning process a living system in constant improvement based on the identification of the results of previous practices.
Acesso aberto (Open Access)
PROAHS: protocolo de identificação de discentes com indicadores de altas habilidades/superdotação no ensino superior
(Universidade Federal do Pará, 2024-01-29) REIS, Grasiano Vieira; MARINHO, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
The research aimed to develop a protocol to contribute to the identification of students with indicators of high abilities/giftedness in higher education. This proposal arose from the need for protocols to identify students with indicators of high skills/giftedness in higher education, which can contribute to the creation of records for this special education audience by universities, based on the Accessibility Centers, as already pointed out in National Education Guidelines and Bases Law (LDBEN) – Law No. 9,394, of 1996 (Brazil, 1996). The epistemological bases for the research were the theories that support protocols for identifying high abilities/giftedness. The main theory of the research and educational product is Renzulli's Three Ring Model (1986). The methodology is exploratory with a qualitative nature. The educational product is a protocol, called “PROAHS: Protocol for identifying students with indicators of High Skills/Giftedness in Higher Education”, created in the format of a Portable Document Format (PDF) for presentation and availability. The platform used to create the product was Canva. The Design thinking approach was used as part of the methodological process for creating the product. The steps and content of the protocol are based on Renzulli's Three Ring Model (1986). The forms used were created and adapted from models aimed at Basic Education, since it was identified that there were no protocols for the public studied in this research in Higher Education. The protocol is organized as follows: the initial part provides a contextualization of Accessibility Cores, high abilities/giftedness and Renzulli's Three Rings Theory. After the topics, there are the five steps listed for the student identification process. The validation of the product was carried out with 06 coordinators from the Accessibility Center in the North Region and 01 coordinator from the High Skills/Giftedness Activity Center in Pará. The result pointed to the Accessibility Centers as one of the possible spaces to use the product, which it was also considered as a viable alternative for the initial identification of students in higher education institutions. Thus, the protocol is another tool to help education professionals, which aims to guarantee the right to educational assistance for students with high skills/giftedness in Higher Education, Special Education audiences.
Acesso aberto (Open Access)
TELELIBRAS: ferramenta de ancoragem dos parâmetros formacionais da Libras para alunos de licenciaturas
(Universidade Federal do Pará, 2022-07-28) FREITAS, Camilla Dias de; GONÇALVES, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
It is essential to know the parameters of sign languages for good signaling, for this reason the theme is recurrently mentioned in the curricular menus of the Libras discipline, mandatory in Licentiate courses in all Brazilian Universities. Occurs that not all students who have an initial contact with the subject can develop the correct signaling of the signs, mostly because they do not understand the attributes of the Libras Parameters. In this case, there is a need for cognitive reinforcement that help them to organize their learning in a meaningful way. This is the objective of TeleLibras, to be an anchoring tool for meaningful learning of the training parameters of Libras for undergraduate students. The process takes through a digital platform, with audiovisual materials and activities for students with the contents of the Libras Parameters. Designed to achieve the premise of contemporary education, TeleLibras is based on the postulates of the Theory of Meaningful Learning by David Paul Ausubel (1968), which establishes the concept of anchoring as a phenomenon in which new information is anchored to information that already exists in the learner's cognitive structure, generating a totally new concept, or, expanded on something already known. The scientific studies that supported the theoretical contribution of this work are authored by Soares (2014), Stokoe (1960), Karnopp (2008), Choi et al (2011), Benassi, Duarte, Padilha (2012) and Ausubel (1968) . The research methodology was through the qualitative approach of the documentary and applied type. The technique of applying a semi-structured questionnaire was used. The participants of the applied research were students of the Degree in Chemistry at UFPA, who had finished the course Libras as a curricular component. The final validation was carried out by 5 Libras teachers from public and private universities. The result showed that TeleLibras is an important tool for the teaching and meaningful learning process, and can be used by teachers and students as support and anchoring of the parameter content of Libras.