Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Centro de Educação, Comunicação e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br/handle/tede/3340 |
Resumo: | This paper presents a study about the implementation of the new models of teaching and learning. It Started in analyses of the Active Methodologies in a Management course in an Institution of Superior Teaching in Cascavel city – Parana State – Brazil. It brings the perception of the student around of the educative innovation. The study dedicates in document analysis (Political Pedagogical Project/ Plans of Teaching) of the course researched in order to complement the perceptions obtained in the data‘s collect through questionnaires. The methodology that study is classified as a qualitative research, for its interpretive character and dialogical, suiting itself to the study of singular cases. The study presents as results the understanding that the active learning presupposes greater and more effective interaction between students and teachers, the combination of active methodologies with digital technologies favor better learning through practices, activities, games, problems, relevant projects. For almost all the students, the new organization of the contents facilitated the learning and understanding, favoring to greater student engagement in the proposed actions. It strengthened the collective work confirming the proposal of a collaborative pedagogical action. It made strong the collective job confirming the proposes of the collaborative pedagogical action. It stands out the importance of the hybrid model of the teaching and learning. There were still some shortcomings in the process, especially with regard to teacher training for this type of approach and use of active methodologies. he results show us that innovative proposals, under the student's vision, although with small difficulties, are highly mobilizing and have a high impact on student engagement in the teaching and learning process. |
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Bastos, Carmen Celia Barradas Correiahttp://lattes.cnpq.br/1723065289200115Coelho, Adriano de Saleshttp://lattes.cnpq.br/6238350051097034Figueiredo, Ireni Marilene Zagohttp://lattes.cnpq.br/0727859600733159http://lattes.cnpq.br/1812253679631103Adada, Flávia2018-02-20T11:45:01Z2017-04-26ADADA, Flávia. Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior. 2017. 130 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017.http://tede.unioeste.br/handle/tede/3340This paper presents a study about the implementation of the new models of teaching and learning. It Started in analyses of the Active Methodologies in a Management course in an Institution of Superior Teaching in Cascavel city – Parana State – Brazil. It brings the perception of the student around of the educative innovation. The study dedicates in document analysis (Political Pedagogical Project/ Plans of Teaching) of the course researched in order to complement the perceptions obtained in the data‘s collect through questionnaires. The methodology that study is classified as a qualitative research, for its interpretive character and dialogical, suiting itself to the study of singular cases. The study presents as results the understanding that the active learning presupposes greater and more effective interaction between students and teachers, the combination of active methodologies with digital technologies favor better learning through practices, activities, games, problems, relevant projects. For almost all the students, the new organization of the contents facilitated the learning and understanding, favoring to greater student engagement in the proposed actions. It strengthened the collective work confirming the proposal of a collaborative pedagogical action. It made strong the collective job confirming the proposes of the collaborative pedagogical action. It stands out the importance of the hybrid model of the teaching and learning. There were still some shortcomings in the process, especially with regard to teacher training for this type of approach and use of active methodologies. he results show us that innovative proposals, under the student's vision, although with small difficulties, are highly mobilizing and have a high impact on student engagement in the teaching and learning process.O presente trabalho apresenta um estudo acerca da aplicação de novos modelos de ensino e aprendizagem. A partir da análise da implementação de Metodologias Ativas de Aprendizagem em um curso de Administração em uma Instituição de Ensino Superior na cidade de Cascavel/PR – Brasil. Este traz a percepção discente acerca da inovação educativa. O estudo ainda se dedica à análise de documentos (Projeto Político Pedagógico / Planos de Ensino) do curso pesquisado a fim de complementar as percepções obtidas na coleta de dados via questionários. A metodologia deste estudo é classificada como uma pesquisa qualitativa, por seu caráter interpretativo e dialógico, adequando-se ao estudo de casos. O estudo apresenta como resultados a compreensão de que a aprendizagem ativa pressupõe maior e mais efetiva interação entre alunos e professores, a junção das metodologias ativas com tecnologias digitais favorece uma melhor aprendizagem por meio de práticas, atividades, jogos, problemas, projetos relevantes. Evidenciou-se, para quase a totalidade dos alunos, que a nova organização dos conteúdos facilitou a aprendizagem e compreensão, favorecendo maior engajamento discente nas ações propostas. Fortaleceu o trabalho coletivo confirmando a proposta de uma ação pedagógica colaborativa. Destaca-se a importância do modelo híbrido de ensino e aprendizagem. Foi diagnosticado ainda algumas lacunas no processo, especialmente no que diz respeito à formação docente para este tipo de abordagem e utilização de metodologias ativas. Os resultados mostram que propostas inovadoras, sob a visão discente, ainda que com pequenas dificuldades, são altamente mobilizadoras e de alto impacto no engajamento discente no processo de ensino e aprendizagem.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T11:45:01Z No. of bitstreams: 2 Flávia_Adada2017.pdf: 2125261 bytes, checksum: 0a69c58718821641e2a2436274c80626 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-20T11:45:01Z (GMT). No. of bitstreams: 2 Flávia_Adada2017.pdf: 2125261 bytes, checksum: 0a69c58718821641e2a2436274c80626 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-26application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e Arteshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação superiorTecnologias educativasInovação pedagógicaMetodologias ativas de aprendizagemCollege educationEducational technologiesPedagogical innovationActive learning methodologiesEDUCACAO::ENSINO-APRENDIZAGEMEstudo sobre a percepção do discente sobre as metodologias ativas na educação superiorStudy about the student's perception of the active methodologies in higher education.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006678066452762177366-4452917836576020174reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALFlávia_Adada2017.pdfFlávia_Adada2017.pdfapplication/pdf2125261http://tede.unioeste.br:8080/tede/bitstream/tede/3340/5/Fl%C3%A1via_Adada2017.pdf0a69c58718821641e2a2436274c80626MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
dc.title.alternative.eng.fl_str_mv |
Study about the student's perception of the active methodologies in higher education. |
title |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
spellingShingle |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior Adada, Flávia Educação superior Tecnologias educativas Inovação pedagógica Metodologias ativas de aprendizagem College education Educational technologies Pedagogical innovation Active learning methodologies EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
title_full |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
title_fullStr |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
title_full_unstemmed |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
title_sort |
Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior |
author |
Adada, Flávia |
author_facet |
Adada, Flávia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bastos, Carmen Celia Barradas Correia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1723065289200115 |
dc.contributor.referee1.fl_str_mv |
Coelho, Adriano de Sales |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6238350051097034 |
dc.contributor.referee2.fl_str_mv |
Figueiredo, Ireni Marilene Zago |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0727859600733159 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1812253679631103 |
dc.contributor.author.fl_str_mv |
Adada, Flávia |
contributor_str_mv |
Bastos, Carmen Celia Barradas Correia Coelho, Adriano de Sales Figueiredo, Ireni Marilene Zago |
dc.subject.por.fl_str_mv |
Educação superior Tecnologias educativas Inovação pedagógica Metodologias ativas de aprendizagem |
topic |
Educação superior Tecnologias educativas Inovação pedagógica Metodologias ativas de aprendizagem College education Educational technologies Pedagogical innovation Active learning methodologies EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
College education Educational technologies Pedagogical innovation Active learning methodologies |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This paper presents a study about the implementation of the new models of teaching and learning. It Started in analyses of the Active Methodologies in a Management course in an Institution of Superior Teaching in Cascavel city – Parana State – Brazil. It brings the perception of the student around of the educative innovation. The study dedicates in document analysis (Political Pedagogical Project/ Plans of Teaching) of the course researched in order to complement the perceptions obtained in the data‘s collect through questionnaires. The methodology that study is classified as a qualitative research, for its interpretive character and dialogical, suiting itself to the study of singular cases. The study presents as results the understanding that the active learning presupposes greater and more effective interaction between students and teachers, the combination of active methodologies with digital technologies favor better learning through practices, activities, games, problems, relevant projects. For almost all the students, the new organization of the contents facilitated the learning and understanding, favoring to greater student engagement in the proposed actions. It strengthened the collective work confirming the proposal of a collaborative pedagogical action. It made strong the collective job confirming the proposes of the collaborative pedagogical action. It stands out the importance of the hybrid model of the teaching and learning. There were still some shortcomings in the process, especially with regard to teacher training for this type of approach and use of active methodologies. he results show us that innovative proposals, under the student's vision, although with small difficulties, are highly mobilizing and have a high impact on student engagement in the teaching and learning process. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-04-26 |
dc.date.accessioned.fl_str_mv |
2018-02-20T11:45:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ADADA, Flávia. Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior. 2017. 130 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3340 |
identifier_str_mv |
ADADA, Flávia. Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior. 2017. 130 f. Dissertação (Mestrado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
url |
http://tede.unioeste.br/handle/tede/3340 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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600 600 600 |
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6678066452762177366 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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