Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital.
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade do Oeste Paulista
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Mestrado em Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1246 |
Resumo: | This paper was developed in the master’s Education program at UNOESTE – the University of Western São Paulo – in the research line of Training and Pedagogical Practice of the Teaching Professional. Its general objective was to analyze how the active methodology of Problem-Based Learning (PBL), coupled with Digital Information and Communication Technology (TDIC) can help build critical reflective thinking about Human Rights. A wide range of authors were used to provide theoretical support, for the meaning of a human rights education we used the authors Gorczevski and Martins, the theoretical basis for human rights was provided by the National Plan on Human Rights (PNEDH); Candau; Benevides; for PBL we used as reference Mamede; Penaforte; Delisle and Ribeiro. Since we are still in the digital era, the use of digital information and communication technology, according to Valente and Levy, was included in the steps of the PBL methodology. Qualitative research intervention was used as part of the methodology. Five students attending the second year of high school in a public school in a city in the north in the state of Paraná, and a volunteer teacher, who also acted as a researcher, were part of the research. Two problems were elaborated to apply the PBL methodology: one that deals with the injustice / social inequality and another that deals with the right to housing. In order to help in the discussion of the proposed problems, we used learning resources which included texts, reports and educational objects. A group of students, among them a rapporteur and a leader, and the tutor teacher discussed the issues. To collect the data the group monitored the seven steps of the PBL taken in the group, the recorded documents of all steps of the PBL prepared by the group rapporteur, and a redaction problem solving document that was drawn up collaboratively on Google Docs. In addition, using Google Forms a self-assessment and an evaluation questionnaire was applied on team members and another was used to evaluate the influence of active methodology on Education in/for Human Rights. The data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that besides building concepts on Human Rights, it enabled learning from a new experience, more actively and collaboratively. The PBL methodology coupled with Digital Information and Communication Technology provided research, reflection and problem-solving skills. |
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Gitahy, Raquel Rosan Christinohttp://lattes.cnpq.br/2170926949956746Sousa , Sidinei de Oliveirahttp://lattes.cnpq.br/7073152836015033Terçariol, Adriana Aparecida de Limahttp://lattes.cnpq.br/255046642362862903987716932http://lattes.cnpq.br/5737994282531456SILVA, Danielle Yurie Moura da2020-05-29T19:33:08Z2020-01-29SILVA, Danielle Yurie Moura da. Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. 2020. 142 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2020.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1246This paper was developed in the master’s Education program at UNOESTE – the University of Western São Paulo – in the research line of Training and Pedagogical Practice of the Teaching Professional. Its general objective was to analyze how the active methodology of Problem-Based Learning (PBL), coupled with Digital Information and Communication Technology (TDIC) can help build critical reflective thinking about Human Rights. A wide range of authors were used to provide theoretical support, for the meaning of a human rights education we used the authors Gorczevski and Martins, the theoretical basis for human rights was provided by the National Plan on Human Rights (PNEDH); Candau; Benevides; for PBL we used as reference Mamede; Penaforte; Delisle and Ribeiro. Since we are still in the digital era, the use of digital information and communication technology, according to Valente and Levy, was included in the steps of the PBL methodology. Qualitative research intervention was used as part of the methodology. Five students attending the second year of high school in a public school in a city in the north in the state of Paraná, and a volunteer teacher, who also acted as a researcher, were part of the research. Two problems were elaborated to apply the PBL methodology: one that deals with the injustice / social inequality and another that deals with the right to housing. In order to help in the discussion of the proposed problems, we used learning resources which included texts, reports and educational objects. A group of students, among them a rapporteur and a leader, and the tutor teacher discussed the issues. To collect the data the group monitored the seven steps of the PBL taken in the group, the recorded documents of all steps of the PBL prepared by the group rapporteur, and a redaction problem solving document that was drawn up collaboratively on Google Docs. In addition, using Google Forms a self-assessment and an evaluation questionnaire was applied on team members and another was used to evaluate the influence of active methodology on Education in/for Human Rights. The data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that besides building concepts on Human Rights, it enabled learning from a new experience, more actively and collaboratively. The PBL methodology coupled with Digital Information and Communication Technology provided research, reflection and problem-solving skills.A presente dissertação foi desenvolvida no programa de mestrado em Educação, na linha de pesquisa em Formação e Prática Pedagógica do Profissional Docente, na Universidade do Oeste Paulista (UNOESTE). Teve como objetivo geral analisar como a metodologia ativa da Aprendizagem Baseada em Problemas (PBL), aliada a Tecnologia Digital de Informação e Comunicação (TDIC), pode auxiliar na construção do pensamento crítico reflexivo no que se refere aos Direitos Humanos. Para embasar teoricamente o significado de uma educação para os Direitos Humanos, utilizamos os autores Gorczevski e Martins, o aporte teórico para Direitos Humanos foi o Plano Nacional em Direitos Humanos (PNDH-3); Candau; Benevides; para o PBL, tivemos como referencial Mamede; Penaforte; Delisle e Ribeiro. Considerando ainda que estamos na era conectada, foi incluído aos passos da metodologia PBL o uso de TDIC, com a base teórica de Valente e Levy. A metodologia utilizada foi a pesquisa qualitativa do tipo intervenção. Foram participantes 05 alunos da rede pública estadual, cursando o 2º ano do ensino médio, e a professora voluntária que também atuou como pesquisadora. O contexto da pesquisa foi o Colégio Estadual na cidade do norte do Paraná. Para a aplicação da metodologia PBL, foram elaborados dois problemas: um primeiro que trata da temática injustiça/desigualdade social e outro que trata da temática direito à moradia. A fim de auxiliar na discussão dos problemas propostos, utilizamos recursos para aprendizagem, incluindo textos, reportagens e objetos educacionais. A discussão dos problemas foi feita por um grupo de alunos, contendo um relator, um líder, membros do grupo e o docente tutor. Foram usados para a coleta de dados, a observação dos sete passos do PBL feitos no grupo, os documentos de registro de todos os passos do PBL elaborados pelo relator dos grupos, e um documento de resolução do problema em formato de redação, que foi elaborado de forma colaborativa pelo grupo no Google Docs. Além disso, foi aplicado no Google Forms um questionário de autoavaliação e avaliação dos membros da equipe, e outro para avaliar a influência da metodologia ativa na reflexão da temática Educação em/para Direitos Humanos. A análise dos dados permitiu verificar que o PBL foi avaliado positivamente pelo grupo em função da sua estrutura e didática, de forma que, além de construírem conceitos sobre Direitos Humanos, possibilitou a aprendizagem a partir de uma nova experiência, de modo mais ativo e colaborativo. A metodologia PBL aliada à Tecnologia Digital de Informação e Comunicação proporcionou habilidades de investigação, reflexão e resolução de problemas.Submitted by Renata Morais (rmorais@unoeste.br) on 2020-05-29T19:33:08Z No. of bitstreams: 2 Danielle Yurie Moura da Silva.pdf: 1783924 bytes, checksum: 9c6518c437ab39fd4303aa2ddd2c6a2a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-05-29T19:33:08Z (GMT). No. of bitstreams: 2 Danielle Yurie Moura da Silva.pdf: 1783924 bytes, checksum: 9c6518c437ab39fd4303aa2ddd2c6a2a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-01-29application/pdfhttp://bdtd.unoeste.br:8080/jspui/retrieve/3649/Danielle%20Yurie%20Moura%20da%20Silva.pdf.jpgporUniversidade do Oeste PaulistaMestrado em EducaçãoUNOESTEBrasilMestrado em Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducaçãoDireitos humanosPBLSociedade líquida e digitalEducationHuman rightsProblem-based learningLiquid and digital societyCIENCIAS HUMANAS::EDUCACAOEducação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital.Human rights education: problem-based learning in the liquid and digital society.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis26175645301933333655005006002617564530193333365-240345818910352367reponame:Biblioteca Digital de Teses e Dissertações da UNOESTEinstname:Universidade do Oeste Paulista (UNOESTE)instacron:UNOESTETHUMBNAILDanielle Yurie Moura da Silva.pdf.jpgDanielle Yurie Moura da Silva.pdf.jpgimage/jpeg3666http://bdtd.unoeste.br:8080/tede/bitstream/jspui/1246/6/Danielle+Yurie+Moura+da+Silva.pdf.jpg210f827bd168aba052477b7b4d2ab023MD56ORIGINALDanielle Yurie Moura da Silva.pdfDanielle Yurie Moura da Silva.pdfapplication/pdf1783924http://bdtd.unoeste.br:8080/tede/bitstream/jspui/1246/5/Danielle+Yurie+Moura+da+Silva.pdf9c6518c437ab39fd4303aa2ddd2c6a2aMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
dc.title.alternative.eng.fl_str_mv |
Human rights education: problem-based learning in the liquid and digital society. |
title |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
spellingShingle |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. SILVA, Danielle Yurie Moura da Educação Direitos humanos PBL Sociedade líquida e digital Education Human rights Problem-based learning Liquid and digital society CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
title_full |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
title_fullStr |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
title_full_unstemmed |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
title_sort |
Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. |
author |
SILVA, Danielle Yurie Moura da |
author_facet |
SILVA, Danielle Yurie Moura da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gitahy, Raquel Rosan Christino |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2170926949956746 |
dc.contributor.referee1.fl_str_mv |
Sousa , Sidinei de Oliveira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7073152836015033 |
dc.contributor.referee2.fl_str_mv |
Terçariol, Adriana Aparecida de Lima |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2550466423628629 |
dc.contributor.authorID.fl_str_mv |
03987716932 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5737994282531456 |
dc.contributor.author.fl_str_mv |
SILVA, Danielle Yurie Moura da |
contributor_str_mv |
Gitahy, Raquel Rosan Christino Sousa , Sidinei de Oliveira Terçariol, Adriana Aparecida de Lima |
dc.subject.por.fl_str_mv |
Educação Direitos humanos PBL Sociedade líquida e digital |
topic |
Educação Direitos humanos PBL Sociedade líquida e digital Education Human rights Problem-based learning Liquid and digital society CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Human rights Problem-based learning Liquid and digital society |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This paper was developed in the master’s Education program at UNOESTE – the University of Western São Paulo – in the research line of Training and Pedagogical Practice of the Teaching Professional. Its general objective was to analyze how the active methodology of Problem-Based Learning (PBL), coupled with Digital Information and Communication Technology (TDIC) can help build critical reflective thinking about Human Rights. A wide range of authors were used to provide theoretical support, for the meaning of a human rights education we used the authors Gorczevski and Martins, the theoretical basis for human rights was provided by the National Plan on Human Rights (PNEDH); Candau; Benevides; for PBL we used as reference Mamede; Penaforte; Delisle and Ribeiro. Since we are still in the digital era, the use of digital information and communication technology, according to Valente and Levy, was included in the steps of the PBL methodology. Qualitative research intervention was used as part of the methodology. Five students attending the second year of high school in a public school in a city in the north in the state of Paraná, and a volunteer teacher, who also acted as a researcher, were part of the research. Two problems were elaborated to apply the PBL methodology: one that deals with the injustice / social inequality and another that deals with the right to housing. In order to help in the discussion of the proposed problems, we used learning resources which included texts, reports and educational objects. A group of students, among them a rapporteur and a leader, and the tutor teacher discussed the issues. To collect the data the group monitored the seven steps of the PBL taken in the group, the recorded documents of all steps of the PBL prepared by the group rapporteur, and a redaction problem solving document that was drawn up collaboratively on Google Docs. In addition, using Google Forms a self-assessment and an evaluation questionnaire was applied on team members and another was used to evaluate the influence of active methodology on Education in/for Human Rights. The data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that besides building concepts on Human Rights, it enabled learning from a new experience, more actively and collaboratively. The PBL methodology coupled with Digital Information and Communication Technology provided research, reflection and problem-solving skills. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-05-29T19:33:08Z |
dc.date.issued.fl_str_mv |
2020-01-29 |
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 |
SILVA, Danielle Yurie Moura da. Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. 2020. 142 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2020. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1246 |
identifier_str_mv |
SILVA, Danielle Yurie Moura da. Educação em/para direitos humanos: aprendizagem baseada em problemas na sociedade líquida e digital. 2020. 142 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2020. |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1246 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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2617564530193333365 |
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500 500 600 |
dc.relation.department.fl_str_mv |
2617564530193333365 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UNOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Mestrado em Educação |
publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.source.none.fl_str_mv |
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