A METODOLOGIA ATIVA PEER INSTRUCTION E TECNOLOGIAS DIGITAIS EM SALA DE AULA: Um estudo com professores dos Anos Iniciais do Ensino Fundamental na Unidade de Educação Básica Camélia Costa Viveiros

• Ano de defesa: 2023
• Autor(a) principal: SILVA, Chayene Cristina Santos Carvalho da
• Orientador(a): TEIXEIRA, Cenidalva Miranda de Sousa
• Banca de defesa: TEIXEIRA, Cenidalva Miranda de Sousa, BOTTENTUIT JUNIOR, João Batista, BARROS, Marcos Alexandre de Melo, RODRIGUES, Sannya Fernanda Nunes, NERES, Raimundo Luna
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE BIBLIOTECONOMIA/CCSO
• País: Brasil
• Palavras-chave em Português: Metodologias Ativas; Peer Instruction; Tecnologias Digitais; prática pedagógica; Ensino Fundamental
• Palavras-chave em Inglês: Active Methodologies; Peer Instruction; Digital Technologies; pedagogical practice; Elementary School
• Área do conhecimento CNPq: Tecnologia Educacional
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5577

This research deals with Active Learning Methodologies, specifically Peer Instruction (Learning by Peers), and the potential of its combination with Digital Technologies, having as its locus the institution Basic Education Unit (UEB) Camélia Costa Viveiros, belonging to the city of São Luís (MA). The interest in the theme stemmed from the following issue: What are the teachers' understanding of Active Methodologies, and specifically Peer Instruction and the use of Digital Technologies for pedagogical practice? Through this question, the research objective emerged, which is characterized by investigating the understanding of teachers about Active Methodologies, specifically Peer Instruction, aided by Digital Technologies for the pedagogical practice of teachers in the Early Years of Elementary School. In this sense, a bibliographic survey was carried out based on the announced themes. The research methodology comprises from a case study, qualitative approach, applied, exploratory and descriptive nature. As data collection, we sought to be collaborative, through the application of semi-structured interviews with four teachers, in addition to training meetings that made it possible to obtain more information from the research subjects based on the researcher's observations. The results were structured into categories and discussed in light of the theoretical framework. These made it possible to understand that the understanding of teachers in the Early Years of Elementary School still lacks in-depth knowledge about the subject, as well as the understanding of Peer Instruction as an Active Methodology. Through the collected data, the educational product can be structured in an e-book format, which presents concepts, ideas and guidelines on Peer Instruction in combination with Digital Technologies, for teachers to apply according to their needs.