Dissertações em Criatividade e Inovação em Metodologias de Ensino Superior (Mestrado) - PPGCIMES/NITAE
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Item Acesso aberto (Open Access) Aprender ao olhar para si: diário para fomentar a Aprendizagem Socioemocional entre graduandos(as) de Medicina(Universidade Federal do Pará, 2025-03-17) LINHARES, Lı́via Costa Dorice; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402This study addresses the design and evaluation process of the Aprender ao olhar para si Diary, aimed at fostering socio and emotional learning among undergraduate medical students. To this end, we conducted an applied study with a qualitative approach, grounded in a methodological stance informed by the perspective of complexity (Morin, 2010), the notion of tentative processes (Braga, 2010), and the recognition of the relationship and the intertwining of our lived experiences as researchers and authors with the theoretical-methodological decisions adopted. The development of the educational product stemmed from a specific context, the Faculty of Medicine (FAMED) at the Federal University of Pará (UFPA), where we conducted semi-structured interviews with the vice-director and with preceptors who are also alumni of the program. This process enabled us to identify common aspects and challenges in students’ academic lives, as well as the socio and emotional competences deemed most relevant for the training of future physicians. To provide theoretical grounding for both the research and the design and development of the diary, we drew upon literature addressing the broad concept of socio and emotional competences, articulating two frameworks: LifeComp (Sala et al., 2020) and the Collaborative for Academic, Social, and Emotional Learning – CASEL (CASEL, 2013; 2020). This articulation led to the definition of 13 socio and emotional competences that guided the creation of the Aprender ao olhar para si Diary which consists of a set of reflective and self-assessment activities compiled into two A5-sized printed booklets. The proposal sought to encourage and value students’ engagement with a physical and playful materiality, thereby promoting moments of (self)connection. The diary was piloted and evaluated by seven medical students from different stages of the program (UFPA) and with diverse socioeconomic backgrounds, over a period of approximately 30 days. At the end of this period, we conducted individual, in-person semi-structured interviews, during which we collected the completed materials and listened to students’ reflections on their experiences with the diary. Findings highlight the relevance of the educational product in fostering self-reflective and self-assessment practices that are fundamental to students’ learning processes. The diary represents a pause within a dense, tense, and demanding academic journey that rarely encourages reflection on one’s own learning, diverging from the strictly technical and content centered approach that characterizes medical education programs. Furthermore, given its transversal nature, the diary can be adapted and applied to different contexts and levels of training, both in Medicine and across other fields of health education.Item Acesso aberto (Open Access) Desenvolvendo competências para estudar a distância: oficina para alunos de cursos EaD da UFPA, com ênfase nos ingressantes(Universidade Federal do Pará, 2025-06-09) SALES, Lana Carolina Maués de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; HTTPS://ORCID.ORG/0000-0002-9450-3965; VELOSO, José Miguel Martins; http://lattes.cnpq.br/3550143585946842; https://orcid.org/0000-0002-8969-7320Distance Education (DE) students often face challenges related to autonomy, time management, feelings of isolation and loneliness, difficulties in building social bonds in virtual environments, and a lack of institutional belonging, among others. These issues may come from the need to develop skills and competencies that enable the students to adapt to the specific characteristics of this educational modality. In this context, the research was guided by the following central question: How can the development of competencies be fostered to help Distance Education students better adapt to this modality of education? This study aimed to investigate key competencies that support student adaptation to DE through the design and evaluation of a workshop and a self assessment tool. The study, consisting of five phases, is applied research with an exploratory and descriptive qualitative approach, using participant observation techniques, semi-structured interviews, and questionnaires. The research led to the development of an educational product (EP) in the form of a workshop titled "Belonging in DE: Developing Competencies for Distance Learning," aimed at undergraduate students in distance education. Additionally, a self-assessment tool called "Competency Explorer for Distance Learning" was created. Ten students and graduates from the Portuguese Language degree program at the Federal University of Pará (UFPA) participated in a pilot workshop and provided feedback. The workshop and the "Competency Explorer" tool were also evaluated by the course coordinator. Although the pilot testing focused on a specific group of students, the preliminary results and the rich feedback collected indicate the relevance of the workshop and the "Competency Explorer" tool for students, especially newcomers to distance undergraduate programs, not necessarily limited to UFPA.Item 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/4423219093583221This 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.Item Acesso aberto (Open Access) Vacinação Segura: desenvolvimento e validação de ambiente virtual para apoiar a prática de profissionais de enfermagem(Universidade Federal do Pará, 2025-03-18) SILVA, Lilian Carla Monteiro; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686The main objective of this study was to develop and validate a digital technology in the form of a web application titled VacinAÇÃOsegura, focused on vaccines and immunization. This tool aims to support the professional practice of nurses working in Primary Health Care (PHC). The theoretical-methodological foundation was based on concepts and principles related to vaccines and immunization, Permanent Health Education, and the use of digital technologies. Additionally, microlearning was incorporated as a methodological strategy for content development. The project went through several planning phases, including a requirements survey conducted through an online questionnaire targeting nurses. This questionnaire aimed to explore their role in PHC, their involvement with vaccines and immunization, and the possibility of creating a digital tool to support their continuous professional development in this context. Furthermore, a review of related products was carried out, focusing on educational tools, particularly mobile technologies. The third phase of the methodology involved initial prototyping, which was developed using Figma, an online and free design tool. The web application was built on the Visual Studio Code 1.97.2 platform, using JavaScript as the programming language, HTML for markup, and CSS for defining the appearance and layout of the application. Functionality testing was conducted with the participation of 15 nursing professionals who work in vaccination rooms in the municipality of Bragança, Pará. Additionally, for content validation, six Expert Judges (EJ) in nursing evaluated VacinAÇÃOsegura through an online questionnaire, using the Likert Scale as the scoring system, based on the Content Validation Index. Moreover, the EJs provided written recommendations regarding the functionality and usability of the educational product, contributing to its revision and finalization. The research findings highlight the potential of this tool to contribute to the professional qualification of nurses working in PHC, within the context of Basic Health Units. Through Permanent Education, these professionals can gain greater confidence in implementing vaccination and immunization strategies, allowing this approach to be replicated throughout Brazil.Item Acesso aberto (Open Access) Trilha Viva: dinâmica educacional para (re)aprender a empreender jogando(Universidade Federal do Pará, 2025-05-23) MENDES, Felipe Teixeira; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; https://orcid.org/0000-0002-8363-7562This study presents the development and validation of Trilha Viva, an educational tool designed to foster entrepreneurship learning among undergraduate Business Administration students in higher education. Based on the integration of active learning methodologies and experiential learning, the research aimed to answer the question: to what extent does a playful strategy, such as Trilha Viva, enhance the teaching-learning process of entrepreneurship? To achieve this objective, a mixed-methods approach was adopted, structured in three stages: initial diagnosis, prototype development, and product testing. The diagnostic phase included surveys administered to students from two higher education institutions, identifying gaps in entrepreneurial education and confirming students’ interest in more dynamic and experiential practices. In the development phase, the product was prototyped based on the identified demands, incorporating playful elements and problem-based situations. The testing phase was conducted using a quasi-experimental strategy, with pre- and post-game assessments to evaluate the impact on the understanding of entrepreneurial competencies. The results indicate that Trilha Viva promoted learning, increased self-awareness of entrepreneurial competencies, and generated engagement among participants, validating the game as an effective active learning tool. Furthermore, the experimental application allowed for adjustments between game versions, improving its pedagogical structure and game mechanics. The research concludes that Trilha Viva contributes to the integration of theory and practice, strengthening entrepreneurship education in higher education and providing methodological support for educators seeking more interactive and contextualized strategies.Item Acesso aberto (Open Access) Contribuições de uma abordagem processual para o desenvolvimento da escrita em inglês no ensino superior(Universidade Federal do Pará, 2025-02-27) SANTOS, Daniel Carmo; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; HTTPS://ORCID.ORG/0000-0001-5403-0879; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Writing is often neglected among the four essential language skills (listening, speaking, reading, and writing) in teaching English as a foreign language (Korth et al., 2017; Martínez, López-Díaz, & Peréz, 2019; Nondabula & Nomlomo, 2023). Considered challenging, writing ends up not being effectively and integratively addressed alongside the other language skills, being reduced to isolated activities in textbooks. Typically, such activities are also designed under the product approach to writing, where the written text is limited to a single version for correction by the teacher. In the undergraduate program of English Language and Literature at the Federal University of Pará (UFPA), Belém campus, students take five courses, Língua Inglesa 1, 2, 3, 4, and 5, to develop fluency in the language. However, writing remains one of the most challenging language skills for students. In light of this, this master's thesis presents research aimed at developing and designing a set of activities, called Write Up!, which uses the process approach to writing to help students in the English Language I course develop their English writing skills. The process approach contrasts with the product approach by considering different stages—planning, drafting, revising, editing, and publishing—that can be revisited to improve the text (Tribble, 1996; Harmer, 2015; Rhalmi, 2018). The methodology adopted in this research involved several stages leading to the materialization of the product, including planning based on bibliographic research, the development of activities, and validation carried out through expert evaluation, classroom testing, and feedback collection from students and the teacher. The results indicated that there is room to work on writing processually during the English Language and Literature course, and that this approach can contribute to the development of students' writing skills. Additionally, there is potential to raise students' awareness of the importance of valuing this skill both in their learning and in their future practices as English teachers.Item Acesso aberto (Open Access) O design de oficina pedagógica para o uso de podcast como material midiático-educacional para alunos do curso de Licenciatura Letras-Língua Inglesa(Universidade Federal do Pará, 2025-02-21) ROSA, Emanuelle Oliveira; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879Digital information and communication technologies (DICTs) have significantly transformed education, requiring teachers to integrate technological resources into their teaching practices. Given this scenario and the growth in podcast consumption, this research investigates the potential of this digital media as a media-educational resource in the initial training of English language teachers. This research is based on three axes: pedagogical workshops, podcasts from a digital media perspective and podcasts in teaching and learning. The following authors make up the theoretical framework of this dissertation on the axis of pedagogical workshops: Barros, Souza and Machado (2023), Cardoso et al. (2017), Fava (2024), Franco (2016), Freire (2021), Jesus and Ribeiro (2021), Lopes (2009), Piaviani and Fontana (2009), Santos et al. (2022) and Silva (2009). For the podcast axis from a digital media perspective, the authors are: Aguiar in Maciel (2014), Barbosa et al. (2008), Bontempo (2021), Buckingham (2022), Edirisingha and Salmon (2009), Kenski (2008), Matias (2020), Oliveira and Lacerda (2023) and Resultado Global (2023). Under the podcasts in teaching and learning axis, the authors are: Andrade (2023), Barreto (2023), Barros, Souza and Machado (2023), Brasil (2018), Buckingham (2022), Fava (2024), Kenski (2003), Malheiro et al. (2023), Marcon et al. (2021), Matias (2020), Saidelles (2020), Soares (2017) and Souza-Neto and Mendes (2017). The overall aim of the study is to present an educational product aimed at designing a pedagogical workshop to foster reflective and active practices in English language teaching through podcasts. The overall aim of the study is to present an educational product aimed at designing a pedagogical workshop to foster reflective and active practices in English language teaching through podcasts. The specific objectives include the systematic organization of the workshop modules, the promotion of reflective and active practices in teacher training and the contextualization of theoretical and practical knowledge for the praxis of the teacher in training. The methodology adopted followed a qualitative approach, using the case study as the main method. For data collection, questionnaires were administered to the participants of the pedagogical workshop, as well as a bibliographical survey on the use of podcasts in education. The pedagogical workshop was structured into seven modules, covering everything from basic concepts to recording and producing podcasts, totaling 25 hours of activities, 18 hours of which were face-to-face and 7 hours asynchronous. The educational product was validated in two stages: through questionnaires answered by the workshop participants and by a panel of experts in English teaching and digital technologies. The results indicate that the pedagogical workshop contributed significantly to the development of teaching skills, broadening the understanding of the use of podcasts as a media-educational resource. Data analysis revealed that the experience of creating and evaluating podcasts provided an interactive and collaborative environment, favoring the autonomy of future teachers. In addition, the experts on the panel confirmed the relevance and applicability of the educational product in question, highlighting the relevance of the approach adopted. We conclude that the pedagogical workshop developed fulfills its purpose of integrating podcasts into English teaching, promoting innovative and reflective practices in initial teacher training. As such, this research contributes to expanding the pedagogical repertoire aimed at teacher training, strengthening the dialog between digital media and language teaching.Item Acesso aberto (Open Access) Narrativas de indução pedagógica na alfabetização e o podcast Vozes Docentes: uma conversa entre a ilha do Marajó e Belém do Pará(Universidade Federal do Pará, 2024-06-14) SILVA, Jessika de Assiz da; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530Narrating oneself during training in pedagogical induction, within the field of literacy, means perceiving oneself in the midst of the self, others and training. Experiencing formative paths with teacher authorship and a theoretical basis, immersed in school reality, was challenging in this life-research-training trajectory. A subjective, collective and unrepeatable dive into living the experience in an autobiographical, narrative and Larrosian way. Thus, I wove this conversation between the island of Marajó (Salvaterra) and Belém do Pará through an Amazonian narrative, experienced in the process of pedagogical induction in literacy. This journey followed the course of the river of the creative narrative research writing methodology (Lucio, 2020), which converges at its source the autobiographical dimension, at its mouth the fictional dimension and on its bank the self-formative dimension. I entangled this work with my Marajoara autobiography; the fictional one of a girl and a literacy teacher from the 1960s and the self-formative one in the research on pedagogical induction. A transfluence of the narrator, literacy teacher and researcher who finds herself with training in a field that is still little studied: teacher induction and the podcast, as a pedagogical resource that has enhanced the training of Pedagogy undergraduates. My aim with this trip was to build a podcast as a formative educational product of pedagogical induction in literacy. In order to navigate Guajará Bay on the shores of the Federal University of Pará, in the waters of the Amazon, my methodology was based on narrative research (Clandinin; Connely, 2015). On this voyage, important crew members are boarding the ship. In the bow are our theoretical references: Clandinin and Connelly (2015), Lucio (2016, 2020), Nogaro, Kuhn and Moreira (2021), Larrosa (2002), Suarez (2017), Smolka (2012) and Santos (2014). The authors are the subjects of the research: students on the Pedagogy course at the Federal University of Pará, immersed in the UFPA School of Application, located in Belém. To build the data that fueled this ship, on the port side we have a systematic review of the literature over 10 years, on the starboard side we have the development of a pilot induction project, and in the hold we have the analysis of letters as narrative pedagogical documentation and in the hatch we have the Vozes Docentes podcast. In view of this, the hull of this ship (our considerations) shows that, when mediating a training process in pedagogical induction, through the podcast, I have to take a political, epistemological and methodological stance, in which I consider the subjects as inventive authors of their cultural history from their own voices. It's not talking about, it's talking with. Throughout the pedagogical induction process involved in the social reality of the Amazonians, which is based on experience as that which touches us and runs through us, the voices written in the letters – which I transpose into the voices spoken in the podcast – emphasize experience, alterity, affectivity and the student-teacher-student relationship as substantial premises for the student's formation within pedagogical induction in literacy.Item Acesso aberto (Open Access) "Nós Por Nós": uma ponte formativa entre a comunidade e a extensão universitária(Universidade Federal do Pará, 2024-08-13) MELO, Lilia Cristiane Barbosa de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402This master's thesis investigates the Coletivo Cine Clube TF (CCTF) in the urban Amazon, analyzing its practices and their influence on the formation of peripheral youth. Structured in a pyramid of five formative dimensions – affectivity, ancestry, corporeality, citizenship education and political education – the research reveals how the CCTF reframes narratives of overcoming, promoting a positive identity for peripheral young people. The analysis of letters from the National Extension Forum (Fórum Nacional de Extensão - FOREXT) from 2016 to 2022 highlights the importance of teaching, research and joint extension, strengthening links with vulnerable communities. Using a qualitative approach that included documentary analysis, observation and interviews, the study reveals that Cine TF's practices – based on affectivity, ancestry, body expression, citizenship and politics – significantly align with the recommendations from the Pro-Rectors Forum Extension of the Brazilian Public Universities (Fórum de Pró-Reitores de Extensão das Instituições Públicas de Educação Superior Brasileiras - FORPROEX). These CCTF practices demonstrate effectiveness in reframing peripheral narratives, promoting self-esteem and new relationships with territories. The interaction between universities and peripheral cultural collectives, such as the CCTF, is highlighted as an opportunity to strengthen university extension and benefit communities through art and culture. In summary, my research seeks to identify subsidies and configure training dimensions for university extension, allowing the innovative movement of peripheral youth protagonism based on the experiences of the Coletivo Cine Clube TF. The research results in an e-book with dynamic activities based on the collective's formative experiences. The partnership between the CCTF and universities is seen as a promising path towards mutual strengthening, emphasizing the importance of promoting collaboration between different actors in favor of the development and empowerment of young people through arts and culture, contributing to the promotion of youth protagonism peripheral and the enrichment of the outreach.Item 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/0000-0003-3810-1686The 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.Item Acesso aberto (Open Access) Privilégio e Interseccionalidade no Ensino Superior: sequência didática para docentes dos Cursos de Relações Internacionais e de Tecnologia em Comércio Exterior da UEPA(Universidade Federal do Pará, 2024-03-28) SOUZA, Rose das Graças Bezerra de; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402This work presents the development process and results of a Professional Master's in Teaching research that designed and tested a didactic sequence on privileges and intersectionality in Higher Education, aimed at teachers working in the Bachelor's Degree in International Relations (IR) and Foreign Trade Technology (COMEX) at the State University of Pará (UEPA). To this end, studies on the processes of democratization of Higher Education in Brazil were deepened, the concepts of Privilege and Intersectionality, as well as on different types of prejudices. Among the theoretical methodological foundations that guided the development of this research and the conception and testing of the proposed didactic sequence, we highlight Akotirene (2022), Almeida (2019), Barbosa e Silva (2017), Bento (2022), Carine (2023), Colins and Bilge (2021), Oliveira (2021), Ribeiro (2023), Santos e Silva (2018), Skidmore (1976), Souza (2022), Zabala (1998) among others. This research has applied and exploratory nature and the procedures adopted were guided by a qualitative approach (bibliographical, documentary research, interviews, among others). In total, the research comprised six methodological phases: (i) Bibliographic and documentary survey for theoretical deepening; (ii) Definition and diagnosis of the intervention context; (iii) Design of the educational product; (iv) Carrying out a pilot action to apply the educational product; (v) Systematization and analysis of Results; (vi) Review and systematization of the educational product. Among the concepts and themes explored in the didactic sequence, in expository moments, and through playful dynamics and discussions, the main ones were: (i) Concept of Privilege; (ii) Privilege and Education Relation; (iii) Public policies and the democratization of Higher Education in Brazil; (iv) Racism and its social implications; (v) Intersectionality: a possible analytical path. Among the results achieved, the involvement and collaboration of teachers from the IR and COMEX courses from UEPA stand out, who not only participated in the pilot action based on the sequence, but also gave important feedback for the review and improvement of the final version of the educational product. We also believe that the training proposal revealed by the sequence is relevant and significant for its participants, as confirmed through the reports and through the results obtained in the evaluation form filled out by the teachers. We also consider that this proposal has potential for replication as it is a learning facilitating mechanism, which extends to other courses at the Center of Natural Sciences and Technology (CCNT) and other UEPA campuses. As a space that promotes education, the Brazilian public university, due to its mission of bringing together a diversity of people, needs to commit to and be open to these discussions, especially those that encourage the adoption of dialogical and respectful attitudes towards individuals in their pluralities of profiles and origins.Item Acesso aberto (Open Access) Oficina ColorAção: o processo criativo à luz de teorias das cores(Universidade Federal do Pará, 2024-08-01) BARBOSA, Jordana Oliveira; ANTUNES, Isis de Melo Molinari; http://lattes.cnpq.br/5387958094272494; BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148This research aimed to develop a workshop on Color Theory for Visual Arts students, based on the concepts of Forslind (1996), Pedrosa (2009), Pastoureau (1997), Albers (2009), Ostrower (1983) and Barbosa's Triangular Approach (2010). This work is related to the INOVAMES line of research and resulted in the Educational Product entitled “ColorAção Workshop”, involving a set of applied activities aimed at addressing Color Theories through contextualization, practice and enjoyment of the content. The context in which the ColorAção Workshop was applied was the Faculty of Visual Arts (FAV), of the Institute of Art Sciences (ICA), of the Federal University of Pará (UFPA), where the four face-to-face meetings of the Workshop were held in September 2023. The participants were 23 students, including those from the BA and BSc in Visual Arts (UFPA), BA in Film and Audiovisual (UFPA), BA in Music (UFPA), BA in Computer Science (UFPA) and BA in Design (Pará State University - UEPA). At the culmination of the ColorAção Workshop, an exhibition was held of the work developed by the participants over the course of the meetings. Structured questionnaires answered by the participants were used as instruments for this research and for validating the Educational Product, as well as diaries drawn up by the researcher exploring their perceptions of each meeting. Among the results obtained, we highlight the expansion of knowledge of Color Theories in the participants' educational paths, the engagement of students in the activities, as well as dialogues and exchanges of experiences about the role of colors in everyday life, shared throughout the process. It is hoped that the ColorAção Workshop will contribute to the education of art students and others interested in this area of knowledge, and that it will be explored in different educational contexts.Item Acesso aberto (Open Access) Práticas maker no ensino de inglês: uma proposta metodológica à luz da BNCC(Universidade Federal do Pará, 2024-06-11) SILVA, Jaqueline Bastos de Figueiredo; DINIZ, André Monteiro; http://lattes.cnpq.br/5064351890235151; https://orcid.org/0000-0002-4895-7421The teaching of English in Brazil has been undergoing significant changes since the implementation of the Base Nacional Comum Curricular (BNCC). These changes require English teachers to reflect on their practices and conduct more interactive classes that include social and cultural aspects of the language. In this sense, maker activities (hands-on) have great potential for developing English language learning and socio-emotional competencies through collaboration in team-based manual or digital artifact creation. These practices engage students and promote creative and meaningful language learning. However, because the maker culture is still an emerging trend, it is not widely addressed in undergraduate programs, and its educational potential remains somewhat invisible. Therefore, we raise the following research question: How can we complement the training of undergraduate students majoring in English Language Teaching through the teaching of maker strategies and approaches? Based on this question, the following overall objective was defined: To create a workshop circuit guide with a maker learning proposal (hands-on) linked to English language teaching to enhance the initial training of undergraduate students majoring in English Language Teaching and foster creative and meaningful English language learning. As a result, the Educational Product (EP) titled ‘Make It: A Circuit of Maker Workshops in English Teaching’ was developed. The research includes a bibliography related to maker culture, English language teaching and the BNCC. The methodology outlines the stages of bibliographic research and field study, which involves observing 1st-year and 3rd-year classes in the English Language Teaching program at the State University of Pará (UEPA). The EP workshops were conducted with students from the English Teaching Program of the “Forma Pará” program (UEPA), where observations and a questionnaire were administered. This period was crucial for testing, validation, refinement, and production of the materiality of the EP. Data analysis, combined with the theoretical framework, leads us to believe in the relevance of the EP, with potential for enhancing the initial training of English teachers.Item Acesso aberto (Open Access) Estágio GO! Uma proposta de jogo de tabuleiro para a pedagogia(Universidade Federal do Pará, 2024-03-25) COSTA, Tiago Henrique Paixão da; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135The supervised curricular internship, in a school environment, of the Pedagogy course is a stage in which the undergraduate has the opportunity to follow and assist the work of a teacher in the classroom. In this context, joint work and an exchange of knowledge are necessary between all members who are part of the internship journey. According to Raymundo (2013), the internship is a time for socialization and exchange of experiences. However, due to a series of factors, this dialogue and openness are not favored, or are scarce and limited, or restricted to some specific moments. Therefore, this research had the main objective of developing Estágio Go! A board game, with mechanics based on Quests (Howard, 2022) and Roleplaying Games (RPGs), with the aim of facilitating the sharing of knowledge between members of the process. Pedagogy internship in the initial grades of elementary school. Based on the concept of simulated reality (Kapp, 2012), Estágio Go! Proposes an imaginary universe, in which the Pedagogy intern assumes the role of a player and faces a series of situations that could, in fact, happen in the real environment of the internship. . Once faced with these situations or missions, you must use your knowledge and experiences from your undergraduate studies to propose solutions and thus overcome the challenges of the game. This qualitative research was designed as action research and the methodological process was organized as follows: (1) bibliographical study on teacher training, supervised internship, use of games in the context of teaching and creation of board and RPG games; (2) development of the first versions of the board game; (3) testing of game prototypes carried out with students and teachers of the supervised internship discipline in the initial years of Elementary School, of the Full Degree in Pedagogy course at the State University of Pará; and analysis by two experienced school experts; (4) development of the final product Estágio Go! Improved according to the results of field experience and expert evaluation. The results of the investigation showed that the educational product Estágio Go proved to be an aid tool for the internship discipline and was well received by the students and teachers participating in the research.Item Acesso aberto (Open Access) Boas práticas de gestão escolar no município de Paragominas-PA, com base nas competências do(a) gestor(a)(Universidade Federal do Pará, 2024-06-17) SOUZA, Joelma do Socorro de Oliveira; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415School managers are responsible for designing and implementing practices that improve students' academic outcomes. Considering the role played by these leaders, the Conselho Nacional de Educação (CNE) (National Council of Education) has approved, pending ratification, the proposal for a Base Nacional Comum de Competências do Diretor Escolar (BNC - Diretor Escolar) (Common National Base of Competencies for School Principals). In this context, and based on the author's concerns and motivations, the study addressed the central question: How can we identify and map effective practices of school managers in municipal early childhood education and primary schools in Paragominas, Pará, that enhance student learning, considering the competencies and skills described in the BNC Diretor Escolar? The main objective was to identify and systematize good practices of school managers in public schools in Paragominas, Pará, to promote student learning, based on the competencies and responsibilities of the school manager. This qualitative research employed a variety of procedures and techniques across six stages of the methodological process. Thirteen practices were mapped in five different municipal schools. From these practices, daily responsibilities of the managers emerged as crucial for the functioning and success of the schools, highlighting the complexity and diversity of the roles assumed by these professionals. The competencies identified as essential for the role were also those needing further development for more effective school intervention. The research provided an opportunity for self-reflection among the managers regarding their own responsibilities and competencies, resulting in the educational product “Catálogo de boas práticas de Gestão Escolar em Paragominas/PA: contribuições para a melhoria da aprendizagem dos(as) alunos(as)” (Catalog of good school management practices in Paragominas/PA: contributions to improving students learning). We hope this catalog will contribute to the field of school management training and performance, as well as to education specialists, teachers, pedagogy students, and others interested in the subject.Item Acesso aberto (Open Access) Guia Digital Aflorar: reflexões e práticas para o fomento do bem-estar de professores de línguas em formação inicial(Universidade Federal do Pará, 2024-06-06) MENDES, Camila Rodrigues; BORGES, Larissa Dantas Rodrigues; http://lattes.cnpq.br/4013038221401148The aim of this research was to develop an educational product focused on the wellbeing of pre-service language teachers. As an English undergraduate student at the Federal University of Pará (UFPA), I have experienced many challenges and difficulties throughout my trajectory which have had an impact on my wellbeing and sparked my interest in investigating this topic. Wellbeing is a construct that emerges from the interaction between personal characteristics and socio-contextual factors in all areas of human life; the aim of this interaction is to find meaning and connection with the world (Mercer; Gregersen, 2020). Various factors contribute to promote a person's wellbeing and flourishing, such as positive emotions, engagement, relationships, meaning and achievement (Seligman, 2011). In this research, the educational product developed is the Aflorar digital guide, which aims to enhance the wellbeing of pre-service language teachers through reflections and practices that can help them find points of balance in favor of their wellbeing. As a theoretical framework, we draw on studies conducted by Borges (2024), Mercer (2021), Mercer and Gregersen (2020), Oxford (2016a, 2018, 2020), Seligman (2011), Sulis et al. (2021), among others. The methodology adopted was applied research with a qualitative approach involving English undergraduate students at the School of Modern Foreign Languages (FALEM), at the UFPA, located in Belém. Four questionnaires were used to generate data. In the conception stage, bibliographical research and research of guides on teacher wellbeing were carried out. To characterize the context, documentary research was conducted. And in order to direct the development of the Aflorar guide's resources, a questionnaire was applied in which nineteen participants collaborated, with the aim of getting deeper insights into the audience and their wellbeing related needs. The guide was tested, evaluated, and validated with ten participants along two in-person meetings and two meetings involving asynchronous activities. Among the results of this investigation, a positive impact on the participants' wellbeing was evidenced, favoring reflection, identification and understanding of emotions, an increased appreciation of positive experiences, as well as improved time management to prioritize activities that promote their wellbeing. In addition, the guide's resources provided a more positive outlook regarding the challenges faced by participants and facilitated the strengthening of positive relationships. We anticipate that the Aflorar digital guide will make a valuable contribution to the field of language teaching and learning while also positively influencing the wellbeing of pre-service teachers.Item Acesso aberto (Open Access) Cientize: oficina para fortalecer a mentalidade científica por meio da produção textual(Universidade Federal do Pará, 2024-04-03) AMARAL, Jônatas Miranda; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537This dissertation is about the elaboration and application of the educational product Cientize, which consists of a pedagogical workshop of production of texts to develop the scientific mentality of students in undergraduate courses, considering the experience of students and the management of knowledge related to creativity, motivation and dialogue in the process of scientific writing. For this purpose, the workshop was structured on the basis of a didactic sequence, with emphasis on the elaboration of experience reports. Thus, a research-action was developed, in a qualitative and applied manner. To support this research, we are based on the theoretical assumptions on scientific thinking in the light of Feyerabend (1977), Alves (1981), Morin (2011), Freire (1996; 2001; 2014), Chassot (2003) and Haack (2009), as well as approaches on scientific writing with creativity in the Light of Volpato (2015), Marchioni (2021), Boaventura (2006) and Koch and Elias (2012). The research reveals that the product has potential for the development of the scientific mindset of students, insofar as it offers theoretical and practical grants to teachers for the application of reflective, dialogue and creative activities for the work with scientific writing, with the practice of producing experiences. The product works with actions that contemplate aspects that promote scientific work, described in 4 interconnected materials called: Cientize Workshop – Guidelines, Centize Workshop - Pedagogical Resources, Motivation Book and Journal of Learning Reports. The workshop is intended for application in bachelor's degree courses, and can also be intended to undergraduate courses in various areas, always seeking an interdisciplinary process that can favour environments of creative production from the materials and proposed script.Item Acesso aberto (Open Access) O ensino da educação financeira em uma escola de comunidade Ribeirinha amazônica, por meio de um projeto de extensão(Universidade Federal do Pará, 2024-03-20) FELIPE, Samara Trindade de Moura; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415Financial Education, a global concerning, seeks to promote financial knowledge. In Brazil, the National Financial Education Strategy (ENEF), created in 2010, has as its main objective promoting Financial Education, including it in the Basic Education curriculum, being treated as a transversal theme that must be addressed in different school subjects. However, not all students have the same financial or cultural reality, and it is essential that this teaching can be adapted to ensure meaningful learning. At the same time, when analyzing the schooling formation of Higher Education students who, in some way, are related to the theme, especially the Mathematics Degree, it is common for topics related to finance to be worked on only the technical repertoire of Financial Mathematics, its mathematical concepts and properties, leaving aside the relation of these notions with public policies and the association between consumption and planning, initial concepts that are essential for a schooling formation in Financial Education that can then be “translated” in future moments in the Basic Education classroom. Given the context, the research on screen starts from the following question at issue: How can we provide opportunities for more responsible, ethical and civic- minded training for undergraduate students at the Federal University of Pará, as well as collaborating to create an environment favorable for knowledge sharing related to Financial Education for Basic Education students? Aiming to answer this question, we set out as a general objective: Set up a University Extension Project which explores teaching strategies, based on active methodologies and contextualized activities, to address issues relating to Financial Education, with ninth-grade elementary school students from the Municipal School of Rural Education São José, on Ilha Grande, Belém- PA, providing a more responsible, ethical and civic education for undergraduate students at the Federal University of Pará. Research was carried out with a quantitative-qualitative approach, of a descriptive nature and of an applied nature, divided in stages, leading to the development and implementation, during 2023, of the University Extension Project Só te digo: POUPA! from the Federal University of Pará, with monitors from different courses at the Institution. By endeavoring to develop a University Extension project targeting students from a riverside community, and with the active envolvement of undergraduate students, we provide the opportunity for the undergraduate students to put into practice what they learn in the classroom, developing leadership, communication and work skills in team. The experience of engaging with the riverside community was enlightening, demonstrating the diversity and cultural richness in our state. Valuing and respecting the community's traditions and ways of life was essential to promote inclusion and mutual understanding between the University and the school. This initiative not only enriched the learning experience but also contributed to the personal and academic development of all participants.Item Acesso aberto (Open Access) Recrutadores de Conhecimento: um jogo sério para avaliação formativa em disciplinas teóricas(Universidade Federal do Pará, 2024-03-21) PINHEIRO, Luiz Pedro Reis; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135; https://orcid.org/0000-0002-1177-3776In this work, we sought to address the following central question: how can we assist instructors of theoretical disciplines in encouraging their students to engage in dialogue about the concepts of the subjects through a playful and immersive environment, allowing the instructor to observe what was presented and evaluate what was discussed? The main objective adopted as an alternative solution to this question was to present a serious game that would serve as an artifact for instructors to conduct formative assessments of the content covered, providing students with a playful environment for presenting syntheses of the concepts addressed up to that point. The choice of this theme arose from the observation of the need for instructors in the Professional Master’s Program in Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES) to identify students’ appropriation of the concepts presented in the disciplines, as well as the need for use in other subjects and diverse educational environments. As theoretical support for the research, we addressed the following concepts: Game, Gamification, Serious Game, and Edutainment. These concepts were explored to provide a foundation for product development. The research was conducted using the Action Research methodology, complemented by Design Thinking and the MDA (Mechanics, Dynamics, Aesthetics) framework. Throughout the research, various tests were conducted to evaluate the objectives and improve the product. To understand and guide the artifact’s development, a survey was conducted with higher education instructors to create a persona that would serve as a guide for the product. The tests were carried out with both low- fidelity digital prototypes and high-fidelity physical prototypes, always considering the user’s perspective and the research objectives. With the structured prototypes, we described the step-by-step applications and what we collected from each of the tests, detailing how they influenced the product. Subsequently, we conducted semi-structured interviews with some of the professors from the disciplines where the tests took place to assess whether the objectives were being achieved. Later, we described all the final characteristics of the game, detailing each component and how they impact the gameplay. Finally, we concluded with a report on what was developed and how the product impacted the professors who had contact with the research, presenting the results regarding the achievement of the defined objectives and the potential for replicating the product in other environments.Item Acesso aberto (Open Access) MAIS (IN)FORMAÇÃO, MAIS SAÚDE: cartilha para profissionais em saúde no enfrentamento a Fake News(Universidade Federal do Pará, 2024-03-06) BENTES, Rodrigo Nascimento; RODRIGUES, Ronaldo de Oliveira; http://lattes.cnpq.br/1573942492848983; https://orcid.org/0000-0001-5721-2926This work was developed with the aim of producing a booklet that assists in the training/performance process of health professionals, considering the need to combat fake news and misinformation in the area of public health. The basis was based on studies involving health education according to Kwamoto (1995), Machado et al. (2007), Falkenberg et al. (2014); Role of health professionals: Nurses and Community Health Agents (ACS) according to Brazil (2009, 2021); Fonseca et al., (2018) in addition to seeking to analyze the concept of fake news and its consequences, as well as ways to combat the spread of false information according to references Nazareth (2018), Recuero and Gruzd (2019) Shah and Kumar (2018) and França et al., (2020), among other authors present in this research. Methodologically, the research approach was qualitative, which based the Narrative Literature Review and the use of the Experiential Learning Cycle (CAV) during the production of the dissertation, the booklet and the validation process during the supervised internship period with students and teaching staff. degree in Nursing and, soon after, tested and validated by health professionals, working nurses, and with the collaboration of the ACS. For this product, the experts were the nurse professor and nurses working at UBS in Barcarena, by filling out a physical questionnaire. The results were satisfactory, with, in some parts, the booklet entitled “More (in)formation, more health!”, already improved after considerations during the evaluation. The proposed booklet aims to be a training resource for the public in the health sector and related areas that can use recommendations and guidelines from reliable research sites, support that contributes to training and critical training, considering the problems that fake news can harm collective health. Thus, this product contributes to the teaching-learning process, assists in the use of research resources, brings topics and curiosities on various health topics, as well as provides guidance on protection and reporting against false information.