SEAD - Esp. em Metodologias Ativas de Ensino Aprendizagem - TCC Especialização
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Item Mapas conceituais enquanto ferramenta de ensino(Universidade Federal do Vale do São Francisco, 2024-01-20) Nogueira, Dialles; Ribeiro, Marcelo; https://orcid.org/0000-0003-1196-7383; 8566377803271737; https://orcid.org/0000-0002-5708-1900; http://lattes.cnpq.br/7451160611438346Item Transtorno do espectro autista (TEA) e o ensino - aprendizagem: uma análise da aplicação de jogos didáticos na escola de referência em ensino fundamental e médio(Universidade Federal do Vale do São Francisco, 2024-03-21) Souza, Damiana D. S.; Ribeiro, Marcelo Silva de Souza; http://lattes.cnpq.br/7755440245059784Item Sala de aula invertida nos itinerários formativos: potencializando o aprofundamento em matemática no contexto do novo ensino médio(Universidade Federal do Vale do São Francisco, 2024-01-29) Gomes, Tayná dos Santos; Santos, Wendrix Spinola; Duarte, Francisco Ricardo; https://orcid.org/0000-0002-9102-8273; http://lattes.cnpq.br/1491869394270803; http://lattes.cnpq.br/2845057512156106; http://lattes.cnpq.br/2072307904520445This research explores the convergence between the Flipped Classroom Active Methodology, based on the theories of Bergmann and Sams, and the Constructivist perspective of Piaget and Vygotsky, aiming to investigate the promotion of meaningful learning in Mathematics. The methodology adopted comprises a bibliographical approach, delving into works by renowned theorists, and exploratory research, analyzing the interaction between the Inverted Active Classroom Methodology and Constructivism. The results of implementing the Flipped Classroom in Mathematics Training Itineraries over two years reveal a significant change in student attitudes, demonstrating an increase in autonomy, involvement and significant understanding of the content. The experience report highlights the effectiveness of integrating the Flipped Classroom and Constructivism in promoting a more relevant and preparatory education for future challenges. The implications of this methodological fusion go beyond the classroom, shaping essential skills in students and contributing to the formation of conscious and adaptable citizens. In summary, the research provides valuable insights for contemporary pedagogical practice, emphasizing the importance of innovation and constant adaptation to achieve a more meaningful and impactful education.Item Desafios e possibilidades da psicopedagogia institucional na utilização de metodologias ativas para o processo de aprendizagem de estudantes do ensino médio(Universidade Federal do Vale do São Francisco, 2024-02-15) Santos, Elisabete Reis Andrade; Santos, Cristiane Sousa; http://lattes.cnpq.br/1489167721694892The psychopedagogue, in the school environment, deals with several challenging situations that involve the teaching and learning process and, therefore, needs to seek knowledge to create actions that allow identifying possible difficulties in the process of knowledge construction, respecting the singularities . In this sense, it is important to highlight that the role of the institutional psychopedagogue goes beyond identifying learning difficulties. He/she acts as an agent of transformation, guiding teachers in adapting pedagogical practices and creating dynamic learning environments. The partnership between educational psychologist and teacher is essential to overcome challenges and maximize the opportunities offered by active methodologies. The concern that motivated this study arose from the observation I carried out during my internship in Institutional Psychopedagogy. This research is anchored in a qualitative ap- proach, using bibliographical research as a methodological procedure. To select research references and theorists, Google Scholar databases were consulted. From the study, we realized the importance of psychopedagogy within the learning process, with this professional being assigned, among his/her functions, the role of catalyst for change and the active engagement of teachers, reaffirming how fundamental this partnership is to create a school environment that not only faces challenges, but also takes advantage of the possibilities to provide a more meaningful and inclusive education.Item Metodologias ativas aplicadas à formação docente: um estudo teórico(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Souza, Jorge; Espíndula, Daniel; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; http://orcid.org/0000-0003-3359-0783; http://lattes.cnpq.br/9074241885932743This article proposes a discussion on ongoing teacher education, highlighting the use and mobilization of Active Methodologies as a central element in this process. The adopted approach involves a theoretical analysis of these methodologies, with an emphasis on their application to the continued education of teachers, based on academic works that link these two themes. The main scope of the research is focused on the effects of these changes on the professional practice of teachers. The study reinforces the importance and protagonism of the teacher's role in the teaching-learning process. However, there is an evident need to reassess this role, moving away from the subjectification as "banking educators" and, instead, affirming the need for a transition to a role as mediators and facilitators in the process of constructing school knowledge.Item Aprendizagem baseada em problemas (PBL) no ensino de ciências e biologia na educação básica: uma revisão sistemática com base na análise de dissertações e teses brasileiras(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-25) Santos, Elaine Fernanda dos; Martins, Erikson de Carvalho; http://lattes.cnpq.br/0733927428755194; https://orcid.org/0000-0003-4242-2431; http://lattes.cnpq.br/8499882428670494Science and Biology teaching has transformed in recent years, and demands of today's teaching and learning process have highlighted the importance of innovative strategies, approaches and methodologies. A Problem-based learning (PBL) is an active methodology that comes being used and studied by many researchers. Therefore, the objective general purpose of this study is to characterize research on Learning Based Problems (PBL) in the teaching of Science and Biology in basic education, within the scope of dissertation and theses research in the Brazilian context. Methodologically, we used a systematic literature review, following the PRISMA protocol. We found 17 dissertations that address the topic in the area. Based on In our analyses, we outline a general characterization of the studies, identifying that there are regions in evidence in the production of work in the area, with highlighting the Southeast region. Different theoretical-methodological perspectives were observed in discussions about PBL, in addition to the models used and adapted by the authors to meet the demands of the public in question. A combination of different strategies with PBL was another highlighted element by our analysis. Therefore, it is considered that other paths need to be explored in proposing new studies to disseminate and expand the potential of using PBL in teaching Science and Biology in education basic.Item Gamificação como ferramenta ativa de aprendizagem articulada com as cantigas de roda(Universidade Federal do Vale do São Francisco, 2024-02-18) Pereira, Geane Gonçalves; Silva, Juliana G. da; https://lattes.cnpq.br/0157866181005145Item Metodologias ativas no ensino de ciências: uma revisão sistemática(Universidade Federal do Vale do São Francisco, 2023-12-28) Dantas, Luiz Victor de Almeida; Fabrício, Carvalho da SilvaScience teaching has been based on the traditional model and it is urgent to change this model to active teaching-learning methodologies so that it is more aligned with the dynamics and transformation of this important area. In view of this question, the present work aims to search the literature for the use of active teaching-learning methodologies in Science and Biology in Brazil and abroad. To this end, a systematic review of the literature on the concept of active methodologies in the teaching of Science and Biology was carried out in the Web of Science (Main Collection – Clarivate Analytics), Scopus (Elsevier) and Google Scholar databases. The searches resulted in 10 articles. It was observed that most of the studies were conducted in Brazil (8) and two abroad. Of these studies, 60% were carried out in public schools, 60% with high school students, and the works were mostly published in 2021 and 2022. It is noted that the use of active methodologies is being done and in great variety, but the reports and experiences are not being published.Item Uso de tecnologias da informação e comunicação na docência durante a pandemia de covid-19: revisão integrativa nos anos de 2020-2023.(Universidade Federal do Vale do São Francisco, 2024-02-08) Almeida, Silvani Silva de; Barreto, Raphaela Vasconcelos Gomes; https://orcid.org/0000-0002-8643-1607; https://lattes.cnpq.br/3761289580033874Item Estudo sobre o uso de metodologias ativas nos cursos de engenharia elétrica do brasil(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Silva, Adriano; Espindula, DanielItem Uso da metodologia osce invertido como instrumento de ensino e aprendizagem no curso de medicina da univasf: um relato de experiência(Universidade Federal do Vale do São Francisco, 2024-01-11) Araújo, Franklin Jr; Barreto, Raphaela; https://orcid.org/0000-0001-7195-9858; http://lattes.cnpq.br/4617213714835536; https://orcid.org/0009-0009-3075-8414; http://lattes.cnpq.br/4910668880508663The Medicine course at the Federal University of Vale do São Francisco (UNIVASF), Paulo Afonso campus, adopts active teaching and learning methodologies in its pedagogical project. For the evaluation of the competencies, skills and attitudes to be acquired by students throughout his academic training uses the OSCE (Objective Structured Clinical Examination) methodology. The OSCE, made up of stations set up in simulation laboratories, is a structured assessment instrument, like a checklist of tasks for students' medical skills and ability to “know how to demonstrate”. Based on experiences in the Skills and Attitudes axis it was found that students, especially after the Covid-19 pandemic, when undergoing the assessment process through the OSCE methodology, presented a significant level of stress and anxiety, compromising their mental health. The objective of this study was to report an experience with the OSCE, in the inverted format, as an intervention proposal with the aim of positively modifying the teaching and learning environment. The method used to validate the methodology was feedback, in person and online, carried out at the end of the activity, through which the teacher highlighted the positive points, presented the aspects to be improved and conveyed words of encouragement. The students, using Google Forms, recorded their perception about the activity, giving their opinion on the teaching performance, recognizing the viability of the adapted method and its positive impact on academic performance and students' psycho-emotional health.Item Desafios na aplicação de metodologias ativas por docentes da educação básica: uma revisão narrativa(Universidade Federal do Vale do São Francisco, 2024-01-15) Farias, Pollyanna; Takenami, IukaryItem Uso de metodologias ativas no ensino à distância: uma revisão integrativa(Universidade Federal do Vale do São Francisco, 2024-01-15) Sciola, Yvone Aparecida Estevam de Souza Campos; Martins, Mariana Cavalcante; http://lattes.cnpq.br/9990855796067891; 0000-0002-9549-3359; http://lattes.cnpq.br/7437223316019286Item A implementação da aprendizagem baseada em projetos (ABP) no ensino de matemática: uma análise crítica do cenário educacional brasileiro(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Borges, Raiane; Espindula, Daniel; http://lattes.cnpq.br/4969874722430221This Problem-Based Learning (PBL) study was developed by the Postgraduate Program - Specialization in Active Methodologies at the Federal University of the São Francisco Valley. Its main objective was to conduct a bibliographical analysis of the impact of project-based active methodologies on the development of mathematics teaching in Brazil. This Project-Based Learning (PBL) work was developed by the Graduate Program - Specialization in Active Methodologies, of the Federal University of Vale de São Francisco, and aimed to analyze bibliographically the effect of the implementation of project-based active methodologies on the development of mathematics teaching in Brazil. Given that the implementation of active project-based learning methods affects the teaching of mathematics in Brazilian educational institutions, this research emphasizes the strengths of the methodology, its essential elements, and its implementation. To underscore the importance of PBL in mathematics education, a review of pre-selected articles describing the essential state of the art is provided to facilitate an understanding of project-based learning implementation. This methodology is led by institutional mathematics educators at various stages of the teaching-learning process. Therefore, the scientific methodology of this research is exploratory, and articles selected from the Scielo database were limited to the years 2010 to 2023. The keywords used in the database were: "Mathematics teaching, PBL, active methodology, Problem-Based Learning, mathematics, education, Brazil, education." In conclusion, as an exploratory study, this article aims to establish preliminary and reflective information on the subject and determine the current educational scenario in Brazil.Item O uso de metodologias ativas em escolas do campo: uma revisão bibliográfica(Universidade Federal do Vale do São Francisco, 2023-01-30) Silva, Miria Araujo; Barreto, Raphaela Vasconcelos GomesItem Tecnologias da informação e comunicação como ferramentas de ensino Petrolina 2024(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-09) Da Costa, Bruno; Barreto, Raphaela Vasconcelos Gomes; http://lattes.cnpq.br/9675892816695898Item As redes sociais em uma perspectiva de metodologia ativa para o ensino de biologia: relato de experiência(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-30) Souza, Josiene Dias de; Pinto, Francisco Ricardo Miranda; https://orcid.org/0000-0003-0771-6266; http://lattes.cnpq.br/3045693095467045; https://orcid.org/0000-0003-1192-2708; https://lattes.cnpq.br/8431217155233302Item Uma análise comparativa entre softwares proprietários e livres na educação matemática: tendências, alternativas e licenças(Universidade Federal do Vale do São Francisco, 2023-12-28) Oliveira de Jesus, Samuel; Carvalho da Silva, Fabrício; http://lattes.cnpq.br/7014017382734722In the educational sphere, and in other contexts, there is a prejudice that free software is more complex, less reliable and of lower quality. This view is often fueled by a lack of understanding about the principles, properties and potential of these technologies, as well as by misconceptions spread by the media and the market. This work sought not only to compare proprietary and free software in mathematics education, addressing trends, alternatives and licenses, but also to offer a comprehensive view of the elements that permeate this analysis. During the research, crucial topics were explored, such as intellectual property (Chapter 2), the clear distinction between program and software (Chapter 3), presentation of the main types of software and licenses (Chapter 4), and Public Domain (Chapter 5). In Chapter 6, we present the research results, including the comparison between proprietary and free software, grouped by fields of activity in mathematics teaching and thematic units of the mathematics curriculum according to the BNCC. The study addressed the nuances of licenses associated with each type of software, providing a solid basis for informed decisions in the educational environment, promoting more conscious and ethical use of technology.Item O papel da form(ação) continuada na promoção do uso das metodologias ativas na sala de aula(2024-01-26) Rocha, Avaneide; Pereira, Jussara; Pinto, FranciscoItem Metodologias ativas na educação: concepções dialógicas no processo de emancipação humana(Universidade Federal do Vale do São Francisco, 2024-01-10) Tomaz, Carmita Luzia; Silva, Fabrício Carvalho da; http://lattes.cnpq.br/0469980466521136; https://orcid.org/0000-0002-3523-2827; http://lattes.cnpq.br/4012342102607545Education is a tool for social construction and transformation. It manages, through its emancipatory ideals, to lead subjects to freedom and, because of this, it is an object of interest for antagonistic groups in society, which, in the midst of the daily struggles for control of the masses, see the school, the teaching, the possibility of executing your projects. In this way, the development of educational practices that distance themselves from the alienation of subjects and bring them closer to emancipation through the acquisition of critical-reflexive skills are suggested as basic principles. In this attempt, active methodologies, characterized by work methods that position students as protagonists, active in their teaching and learning process, emerge as effective alternatives that maintain a close relationship with this emancipatory process. Therefore, this objective is to analyze and discuss the proximity between the concepts of active methodologies and emancipatory education in the promotion of human freedom, and appears as a qualitative research, with the aim of reviewing bibliographical productions that have the same object of investigation. In this sense, an education that allows access to the consolidation of human emancipation, capable of transforming the structural scenario made rigid by the discriminatory practices of strategic groups, is the horizon that we see and want to achieve every day