Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9247 |
Resumo: | The present work discusses an agenda that for years has had repercussions on the sedimented and fragmented Brazilian educational system, its historically cherished repercussions on the discrepancies, between theorization and practice, of a teaching delivered in the middle of the 21st century. However, the challenge presented in this research follows a path of purposeful action with a focus on active learning, integrated into the theoretical curricular foundations of the Recife Municipal Education Network (RMER) and technologies as a facilitator for teaching and learning. It was noticeable that such technological and pedagogical investments would not result in an impact stage for learning, remaining in the sphere of teaching conducted by the “old” traditional practice of education, triggering the permanence of passive students and educators transmitting knowledge. Thus, the general objective of this dissertation was to implement a teaching proposal based on active learning integrated with technologies. The public served for the experiment was fifty students, from the General Emídio Dantas Barreto Municipal School, of the Recife Municipal Education Network (RMER). These students and teachers were invited to participate in the Experimental Project: Space for Technological Innovation for Basic Education, full-time, located at CETEC. In this space, the students were accompanied by twenty-four educators and eight interns. The study carried out together with the Federal Rural University of Pernambuco (UFRPE), by the Master's Program in Technology and Distance Education, brings in its core the interfaces in the improvement of an intrinsic process, observing the triad of an intervention posed by a model of teaching, supported with a focus on active learning, instigated for students. In which it is characterized by pedagogical and technological integration, being offered in different learning spaces. The proposal is supported by an alliance with progressive, holistic and constructivist characteristics, pointing to teaching based on learning by doing. Among the various results of this experience, we can highlight reflective teaching transformations about the stages that constitute Teaching-Learning and the observance of pleasant, instigating, collaborative and participatory learning by students. |
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SANTOS, Marizete SilvaSOUZA, Rodrigo Nonamor Pereira Mariano deSOUZA, Fernando da Fonsecahttp://lattes.cnpq.br/5090599592998034AVELLAR, Ana Cristina Bezerra Cavalcanti de2023-07-25T20:15:01Z2018-08-25AVELLAR, Ana Cristina Bezerra Cavalcanti de. Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica. 2018. 156 f. Dissertação (Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9247The present work discusses an agenda that for years has had repercussions on the sedimented and fragmented Brazilian educational system, its historically cherished repercussions on the discrepancies, between theorization and practice, of a teaching delivered in the middle of the 21st century. However, the challenge presented in this research follows a path of purposeful action with a focus on active learning, integrated into the theoretical curricular foundations of the Recife Municipal Education Network (RMER) and technologies as a facilitator for teaching and learning. It was noticeable that such technological and pedagogical investments would not result in an impact stage for learning, remaining in the sphere of teaching conducted by the “old” traditional practice of education, triggering the permanence of passive students and educators transmitting knowledge. Thus, the general objective of this dissertation was to implement a teaching proposal based on active learning integrated with technologies. The public served for the experiment was fifty students, from the General Emídio Dantas Barreto Municipal School, of the Recife Municipal Education Network (RMER). These students and teachers were invited to participate in the Experimental Project: Space for Technological Innovation for Basic Education, full-time, located at CETEC. In this space, the students were accompanied by twenty-four educators and eight interns. The study carried out together with the Federal Rural University of Pernambuco (UFRPE), by the Master's Program in Technology and Distance Education, brings in its core the interfaces in the improvement of an intrinsic process, observing the triad of an intervention posed by a model of teaching, supported with a focus on active learning, instigated for students. In which it is characterized by pedagogical and technological integration, being offered in different learning spaces. The proposal is supported by an alliance with progressive, holistic and constructivist characteristics, pointing to teaching based on learning by doing. Among the various results of this experience, we can highlight reflective teaching transformations about the stages that constitute Teaching-Learning and the observance of pleasant, instigating, collaborative and participatory learning by students.O presente trabalho discorre numa pauta que anos a fio se repercute sobre o sedimentado e fracionado sistema educacional brasileiro, suas repercussões acalantadas historicamente sobre as discrepâncias, entre a teorização e a prática, de um ensino prolatado em pleno século XXI. Contudo, o desafio aportado nesta pesquisa caminha numa trilha de ação propositiva com foco na aprendizagem ativa, integrada nos fundamentos teóricos curriculares da Rede Municipal de Ensino do Recife (RMER) e as tecnologias como meio facilitador para o ensino e aprendizado. Era perceptível que tamanhos investimentos tecnológicos e pedagógicos não resultariam numa etapa de impacto, para a aprendizagem, se permanecendo na esfera do ensino conduzido pela “antiga” prática tradicional de educação, desencadeando a permanência de estudantes passivos e educadores transmissores de conhecimentos. Assim, o objetivo geral desta dissertação foi implantar uma proposta de ensino com base na aprendizagem ativa integrada às tecnologias. O público atendido para o experimento foi de cinquenta estudantes, oriundos da Escola Municipal General Emídio Dantas Barreto, da Rede Municipal de Ensino do Recife (RMER). Tais discentes e docentes foram convidados para participar do Projeto Experimental: Espaço de Inovação Tecnológico na Educação Básica, em tempo integral, localizado no CETEC. Neste espaço, os estudantes foram acompanhados por vinte e quatro educadores e oito estagiários. O estudo realizado juntamente com a Universidade Federal Rural de Pernambuco (UFRPE), pelo Programa de Mestrado em Tecnologia e Educação a Distância, traz em seu bojo as interfaces na melhoria de um processo intrínseco, observando a tríade de uma intervenção posta por um modelo de ensino, amparado com foco na aprendizagem ativa, instigada para os estudantes. No qual se caracteriza pela integração pedagógica e tecnológica, sendo ofertada em diferentes espaços de aprendizagem. A proposta ampara-se numa aliança com características progressistas, holísticas e construtivistas, apontando um ensino aportado no aprender fazendo. Dentre diversos resultados dessa experiência podem-se destacar transformações docentes reflexivas acerca das etapas que constituem o ensino-aprendizagem e a observância de um aprendizado prazeroso, instigante, colaborativo e participativo pelos estudantes.Submitted by (ana.araujo@ufrpe.br) on 2023-07-25T20:15:01Z No. of bitstreams: 1 Ana Cristina Bezerra Cavalcanti de Avellar.pdf: 2722870 bytes, checksum: ade814c511cf7c825323d417cbf9a2a4 (MD5)Made available in DSpace on 2023-07-25T20:15:01Z (GMT). No. of bitstreams: 1 Ana Cristina Bezerra Cavalcanti de Avellar.pdf: 2722870 bytes, checksum: ade814c511cf7c825323d417cbf9a2a4 (MD5) Previous issue date: 2018-08-25application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Tecnologia e Gestão em Educação a DistânciaUFRPEBrasilUnidade Acadêmica de Educação a Distância e TecnologiaAprendizagem ativaEnsino-aprendizagemTecnologia na educaçãoPrática pedagógicaCIENCIAS HUMANAS::EDUCACAOAprendizagem ativa: uma proposta de ensino integrado na Educação Básicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1507696901338236785600600600-4680941754421711741-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALAna Cristina Bezerra Cavalcanti de Avellar.pdfAna Cristina Bezerra Cavalcanti de Avellar.pdfapplication/pdf2722870http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9247/2/Ana+Cristina+Bezerra+Cavalcanti+de+Avellar.pdfade814c511cf7c825323d417cbf9a2a4MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9247/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/92472023-07-25 17:15:01.685oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2023-07-25T20:15:01Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
title |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
spellingShingle |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica AVELLAR, Ana Cristina Bezerra Cavalcanti de Aprendizagem ativa Ensino-aprendizagem Tecnologia na educação Prática pedagógica CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
title_full |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
title_fullStr |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
title_full_unstemmed |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
title_sort |
Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica |
author |
AVELLAR, Ana Cristina Bezerra Cavalcanti de |
author_facet |
AVELLAR, Ana Cristina Bezerra Cavalcanti de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
SANTOS, Marizete Silva |
dc.contributor.referee1.fl_str_mv |
SOUZA, Rodrigo Nonamor Pereira Mariano de |
dc.contributor.referee2.fl_str_mv |
SOUZA, Fernando da Fonseca |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5090599592998034 |
dc.contributor.author.fl_str_mv |
AVELLAR, Ana Cristina Bezerra Cavalcanti de |
contributor_str_mv |
SANTOS, Marizete Silva SOUZA, Rodrigo Nonamor Pereira Mariano de SOUZA, Fernando da Fonseca |
dc.subject.por.fl_str_mv |
Aprendizagem ativa Ensino-aprendizagem Tecnologia na educação Prática pedagógica |
topic |
Aprendizagem ativa Ensino-aprendizagem Tecnologia na educação Prática pedagógica CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present work discusses an agenda that for years has had repercussions on the sedimented and fragmented Brazilian educational system, its historically cherished repercussions on the discrepancies, between theorization and practice, of a teaching delivered in the middle of the 21st century. However, the challenge presented in this research follows a path of purposeful action with a focus on active learning, integrated into the theoretical curricular foundations of the Recife Municipal Education Network (RMER) and technologies as a facilitator for teaching and learning. It was noticeable that such technological and pedagogical investments would not result in an impact stage for learning, remaining in the sphere of teaching conducted by the “old” traditional practice of education, triggering the permanence of passive students and educators transmitting knowledge. Thus, the general objective of this dissertation was to implement a teaching proposal based on active learning integrated with technologies. The public served for the experiment was fifty students, from the General Emídio Dantas Barreto Municipal School, of the Recife Municipal Education Network (RMER). These students and teachers were invited to participate in the Experimental Project: Space for Technological Innovation for Basic Education, full-time, located at CETEC. In this space, the students were accompanied by twenty-four educators and eight interns. The study carried out together with the Federal Rural University of Pernambuco (UFRPE), by the Master's Program in Technology and Distance Education, brings in its core the interfaces in the improvement of an intrinsic process, observing the triad of an intervention posed by a model of teaching, supported with a focus on active learning, instigated for students. In which it is characterized by pedagogical and technological integration, being offered in different learning spaces. The proposal is supported by an alliance with progressive, holistic and constructivist characteristics, pointing to teaching based on learning by doing. Among the various results of this experience, we can highlight reflective teaching transformations about the stages that constitute Teaching-Learning and the observance of pleasant, instigating, collaborative and participatory learning by students. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-25 |
dc.date.accessioned.fl_str_mv |
2023-07-25T20:15:01Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
AVELLAR, Ana Cristina Bezerra Cavalcanti de. Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica. 2018. 156 f. Dissertação (Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9247 |
identifier_str_mv |
AVELLAR, Ana Cristina Bezerra Cavalcanti de. Aprendizagem ativa: uma proposta de ensino integrado na Educação Básica. 2018. 156 f. Dissertação (Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância) - Universidade Federal Rural de Pernambuco, Recife. |
url |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9247 |
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Universidade Federal Rural de Pernambuco |
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