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JAQUELINE DO NASCIMENTO BRITO WANZELER
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BANCO DE PRODUTOS EDUCACIONAIS ACESSÍVEIS (BPEA) COMO PROPOSTA ESTRATÉGICA PARA NÚCLEOS DE ACESSIBILIDADE
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Orientador : DANIELLE COSTA CARRARA COUTO
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Data: 24/06/2024
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Mostrar Resumo
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The objective of this work was to develop a prototype of the Accessible Educational Products Bank (BPEA). In this context, BPEA enables the standardization and storage, search/consultation, preservation and sharing of institutionally developed Accessible Educational Products (AEP). The research was divided into five moments: 1) In the first phase, a bibliographic search was carried out in the databases between 2020 and 2023 on topics of interest; 2) Then, technical visits were carried out at the Accessibility Coordination at the Federal University of Pará (UFPA) and at the Amazon Center for Accessibility, Inclusion and Technology at the Federal Rural University of the Amazon (UFRA) with interviews and application of the form on google forms and collection of a sample of Accessible Educational Products developed in the last five years; 3) In this phase, planning was initiated through diagrams using the Unified Modeling Language (UML) of the Database in the relational model; 4) PostgreSQL implementation of the database in the specificities/functionalities raised in partnership with the Institutional Program for Scientific Initiation Scholarships (PIBIC) 5) In the last phase, validation tests were carried out based on the Digital Preservation Reference Model (OAIS) and the Likert scale (in four scales). The selected experts were from four groups (teachers, pedagogues, accessibility and information technology professionals) and the results of the validation demonstrate the potential to contribute to specialized care in the "Curriculum, Communication and Information" axis of the Incluir Program of the Ministry of Education. Finally, we believe that the BPEA prototype demonstrates how much the automatic management of Accessible Educational Products is necessary to improve the lives of education professionals and learners, in addition to contributing to the evolution of Accessibility Centers in Higher Education.
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JOELMA DO SOCORRO DE OLIVEIRA SOUZA
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BOAS PRÁTICAS DE GESTÃO ESCOLAR NO MUNICÍPIO DE PARAGOMINAS-PA, COM BASE NAS COMPETÊNCIAS DO(A) GESTOR(A)
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Orientador : MARIANNE KOGUT ELIASQUEVICI
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Data: 17/06/2024
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School managers are responsible for designing and implementing practices that improve student’s academic results. Considering the role played by these leaders, the Conselho Nacional de Educação (CNE) approved the proposal, yet to be ratified, as the Common National Base of Competencies for the school principal (BNC- School Principal). In this context, and based on the author's concerns and motivations, the study began with the following question: How can we identify and map good practices of school managers, developed in municipal early childhood education and primary schools in the municipality of Paragominas, Pará, in order to favor student learning, taking into account the competences and skills described in the Common National Base of Competencies for the School Principals (BNC – School Principal)? For this purpose, the main objective was to identify and systematize the good practices of school managers in public schools in Paragominas, Pará, to enhance student learning, based on the competences and duties of the school manager. The qualitative research used a variety of procedures and techniques during the six stages of the methodological process. It was possible to map 13 practices in five different municipal schools. From these practices, the managers daily duties emerged as relevant to the functioning and success of the schools, highlighting the complexity and diversity of responsibilities assumed by these professionals. The competencies identified as essential for carrying out the job were the same ones identified that need further development to intervene more effectively in the school. The research provided a moment of self-reflection for the managers about their own attributions and competencies which generate the educational product “Catalog of good school management practices in Paragominas/PA: contributions to improving students learning”, which we hope it will contribute to the field of training and performance of school managers, as well as to education specialists, teachers and pedagogy undergraduate students, among others interested in the subject.
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JESSIKA DE ASSIZ DA SILVA
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NARRATIVAS DE INDUÇÃO PEDAGÓGICA NA ALFABETIZAÇÃO E O PODCAST VOZES DOCENTES: UMA CONVERSA ENTRE A ILHA DO MARAJÓ E BELÉM DO PARÁ
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Orientador : ELIZABETH OROFINO LUCIO
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Data: 14/06/2024
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Narrating oneself during training in pedagogical induction, within the field of literacy, means perceiving oneself in the midst of the self, others and training. Experiencing formative paths with teacher authorship and a theoretical basis, immersed in school reality, was challenging in this life-research-training trajectory. A subjective, collective and unrepeatable dive into living the experience in an autobiographical, narrative and Larrosian way. Thus, I wove this conversation between the island of Marajó (Salvaterra) and Belém do Pará through an Amazonian narrative, experienced in the process of pedagogical induction in literacy. This journey followed the course of the river of the creative narrative research writing methodology (Lucio, 2020), which converges at its source the autobiographical dimension, at its mouth the fictional dimension and on its bank the self-formative dimension. I entangled this work with my Marajoara autobiography; the fictional one of a girl and a literacy teacher from the 1960s and the self-formative one in the research on pedagogical induction. A transfluence of the narrator, literacy teacher and researcher who finds herself with training in a field that is still little studied: teacher induction and the podcast, as a pedagogical resource that has enhanced the training of Pedagogy undergraduates. My aim with this trip was to build a podcast as a formative educational product of pedagogical induction in literacy. In order to navigate Guajará Bay on the shores of the Federal University of Pará, in the waters of the Amazon, my methodology was based on narrative research (Clandinin and Connely, 2015). On this voyage, important crew members are boarding the ship: in the bow are our theoretical references with Clandinin and Connelly (2015), Lucio (2016, 2020), Nogaro, Kuhn and Moreira (2021), Larrosa (2002), Suarez (2017), Smolka (2012) and Santos (2014). The authors are the subjects of the research: students on the Pedagogy course at the Federal University of Pará, immersed in the UFPA School of Application, located in Belém. To build the data that fueled this ship, on the port side we have a systematic review of the literature over 10 years, on the starboard side we have the development of a pilot induction project, and in the hold we have the analysis of letters as narrative pedagogical documentation and in the hatch we have the Vozes Docentes podcast. In view of this, the hull of this ship (our considerations) shows that, when mediating a training process in pedagogical induction, through the podcast, I have to take a political, epistemological and methodological stance, in which I consider the subjects as inventive authors of their cultural history from their own voices. It's not talking about, it's talking with. Throughout the pedagogical induction process involved in the social reality of the Amazonians, which is based on experience as that which touches us and runs through us, the voices written in the letters - which I transpose into the voices spoken in the podcast - emphasize experience, alterity, affectivity and the student-teacher-student relationship as substantial premises for the student's formation within pedagogical induction in literacy.
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JAQUELINE BASTOS DE FIGUEIREDO SILVA
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PRÁTICAS MAKER NO ENSINO DE INGLÊS: UMA PROPOSTA METODOLÓGICA À LUZ DA BNCC
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Data: 11/06/2024
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The teaching of English in Brazil has been undergoing significant changes since the implementation of the Base Nacional Comum Curricular (BNCC). These changes require English teachers to reflect on their practices and conduct more interactive classes that include social and cultural aspects of the language. In this sense, maker activities (hands-on) have great potential for developing English language learning and socio-emotional competencies through collaboration in team-based manual or digital artifact creation. These practices engage students and promote creative and meaningful language learning. However, because the maker culture is still an emerging trend, it is not widely addressed in undergraduate programs, and its educational potential remains somewhat invisible. Therefore, we raise the following research question: How can we complement the training of undergraduate students majoring in English Language Teaching through the teaching of maker strategies and approaches? Based on this question, the following overall objective was defined: To create a workshop circuit guide with a maker learning proposal (hands-on) linked to English language teaching to enhance the initial training of undergraduate students majoring in English Language Teaching and foster creative and meaningful English language learning. As a result, the Educational Product (EP) titled ‘Make It: A Circuit of Maker Workshops in English Teaching’ was developed. The research includes a bibliography related to maker culture, English language teaching and the BNCC. The methodology outlines the stages of bibliographic research and field study, which involves observing 1st-year and 3rd-year classes in the English Language Teaching program at the State University of Pará (UEPA). The EP workshops were conducted with students from the English Teaching Program of the “Forma Pará” program (UEPA), where observations and a questionnaire were administered. This period was crucial for testing, validation, refinement, and production of the materiality of the EP. Data analysis, combined with the theoretical framework, leads us to believe in the relevance of the EP, with potential for enhancing the initial training of English teachers.
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JONATAS MIRANDA AMARAL
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CIENTIZE: OFICINA PARA FORTALECER A MENTALIDADE CIENTÍFICA POR MEIO DA PRODUÇÃO TEXTUAL
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Data: 03/04/2024
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This dissertation is about the elaboration and application of the educational product Cientize, which consists of a pedagogical workshop of production of texts to develop the scientific mentality of students in undergraduate courses, considering the experience of students and the management of knowledge related to creativity, motivation and dialogue in the process of scientific writing. For this purpose, the workshop was structured on the basis of a didactic sequence, with emphasis on the elaboration of experience reports. Thus, a research-action was developed, in a qualitative and applied manner. To support this research, we are based on the theoretical assumptions on scientific thinking in the light of Feyerabend (1977), Alves (1981), Morin (2011), Freire (1996; 2001; 2014), Chassot (2003) and Haack (2009), as well as approaches on scientific writing with creativity in the Light of Volpato (2015), Marchioni (2021), Boaventura (2006) and Koch and Elias (2012). The research reveals that the product has potential for the development of the scientific mindset of students, insofar as it offers theoretical and practical grants to teachers for the application of reflective, dialogue and creative activities for the work with scientific writing, with the practice of producing experiences. The product works with actions that contemplate aspects that promote scientific work, described in 4 interconnected materials called: Cientize Workshop – Guidelines, Centize Workshop - Pedagogical Resources, Motivation Book and Journal of Learning Reports. The workshop is intended for application in bachelor's degree courses, and can also be intended to undergraduate courses in various areas, always seeking an interdisciplinary process that can favour environments of creative production from the materials and proposed script.
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JAQUELINE WAILSE LIRA LOUZADA
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GUIA PARA FORMAÇÃO DE PROFESSORES: ADAPTAÇÃO DE MÚSICA REGIONAL PARA AULAS DE TROMPA COM INICIANTES
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Data: 28/03/2024
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This work presents the "Musical Adaptation Guide for Horn Teachers in Training," a manual of adaptations of regional music for beginners. This educational product emerged as a proposal to address the challenges in music education, especially in the context of horn teaching, where there is a significant presence of teaching materials and repertoires of European origin. These materials, often from other countries and unfamiliar to students and their communities, do not take into account their cultural and regional specificities. This practice needs to be discussed in the training of horn teachers to promote the development of new approaches by them. The scarcity of resources that integrate local culture limits students' access to a potentially representative and meaningful music education. Developed within the Graduate Program in Creativity and Innovation in Higher Education Methodologies (PPGCIMES) at the Federal University of Pará (UFPA), with an emphasis on Methodological Innovations in Higher Education (INOVAMES), the resulting product aims to address these shortcomings, particularly the lack of adaptations of regional music from the Brazilian Amazon for beginners. The methodology involved a bibliographic research on the challenges and perspectives in horn teaching in Brazil, the literature used for teaching, and the influence of musical heritage on horn learning. It is based on Ausubel's (2003) theories of meaningful learning and Quijano's (2015) decolonial approach, as well as the analysis of idiomatic elements present in works written by horn players, as discussed by Matosinhos (2021). Additionally, an analysis of Pedagogical Course Projects (PPCs) from the Federal University of Pará (UFPA), the State Institute Carlos Gomes (IECG), and the State University of Pará (UEPA) was conducted. Subsequently, the educational product was developed and implemented, along with interviews with teachers and students to validate the proposed musical adaptations. The results highlight the potential of the developed educational product to equip both trainee and practicing teachers, providing a practical and accessible tool for teacher training and a music education that incorporates local culture. Furthermore, it is evident that the developed material serves as a resource for teachers in training, assisting them in integrating local cultural elements into their teaching, thus promoting a more contextualized and meaningful music education.
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ROSE DAS GRACAS BEZERRA DE SOUZA GATINHO
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PRIVILÉGIO E INTERSECCIONALIDADE NO ENSINO SUPERIOR: SEQUÊNCIA DIDÁTICA PARA DOCENTES DOS CURSOS DE RELAÇÕES INTERNACIONAIS E DE TECNOLOGIA EM COMÉRCIO EXTERIOR DA UEPA
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Orientador : FERNANDA CHOCRON MIRANDA
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Data: 28/03/2024
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This work presents the development process and results of a Professional Master's in Teaching research that designed and tested a didactic sequence on privileges and intersectionality in Higher Education, aimed at teachers working in the Bachelor's Degree in International Relations (IR) and Foreign Trade Technology (COMEX) at the State University of Pará (UEPA). To this end, studies on the processes of democratization of Higher Education in Brazil were deepened, the concepts of Privilege and Intersectionality, as well as on different types of prejudices. Among the theoretical-methodological foundations that guided the development of this research and the conception and testing of the proposed didactic sequence, we highlight Akotirene (2022), Almeida (2019), Barbosa e Silva (2017), Bento (2022), Carine (2023), Colins and Bilge (2021), Oliveira (2021), Ribeiro (2023), Santos (2018), Skidmore (1976), Souza (2022), Zabala (1998) among others. This research has applied and exploratory nature and the procedures adopted were guided by a qualitative approach (bibliographical, documentary research, interviews, among others). In total, the research comprised six methodological phases: (i) Bibliographic survey and theoretical deepening; (ii) Definition and diagnosis of the intervention context; (iii) Design of the educational product; (iv) Carrying out a pilot action to apply the educational product; (v) Systematization and analysis of Results; (vi) Review and systematization of the educational product. Among the concepts and themes explored in the didactic sequence, in expository moments, and through playful dynamics and discussions, the main ones were: (i) Concept of Privilege; (ii) Privilege and Education Relation; (iii) Public policies and the democratization of Higher Education in Brazil; (iv) Racism and its social implications; (v) Intersectionality: a possible analytical path. Among the results achieved, the involvement and collaboration of teachers from the IR and COMEX courses from UEPA stand out, who not only participated in the pilot action based on the sequence, but also gave important feedback for the review and improvement of the final version of the educational product. We also believe that the training proposal revealed by the sequence is relevant and significant for its participants, as confirmed through the reports and through the results obtained in the evaluation form filled out by the teachers. We also consider that this proposal has potential for replication as it is a learning facilitating mechanism, which extends to other courses at the Center of Natural Sciences and Technology (CCNT) and other UEPA campuses. As a space that promotes education, the Brazilian public university, due to its mission of bringing together a diversity of people, needs to commit to and be open to these discussions, especially those that encourage the adoption of dialogical and respectful attitudes towards individuals in their pluralities of profiles and origins.
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TIAGO HENRIQUE PAIXAO DA COSTA
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ESTAGIO GO: UMA PROPOSTA DE JOGO DE TABULEIRO PARA A PEDAGOGIA
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Orientador : MARCIO LIMA DO NASCIMENTO
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Data: 25/03/2024
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Supervised curricular internship in a school environment is a very important process in teacher training. It is a stage of graduation that graduates will have the opportunity to learn together with a class teacher. However, what often happens within schools is an imitation of models, a practice without reflection on action. When this occurs, the internship becomes a weak point in teacher training, especially when there is no good organization of this stage and during its execution there is no exchange of teaching knowledge between the members of the process. From this context, the research proposes a game as an educational tool with the aim of promoting rapprochement between internship members, thus enabling the sharing of knowledge between interns and teachers. The board game, created based on concepts of simulated reality, missions and role-playing games, is titled “Estagio Go!” and aims to contribute to the internship process. Therefore, the focus question of the research is: how can a game contribute to a closer relationship between members of the Pedagogy internship, making it more meaningful? The main objective of this research proposal is to contribute to the training process of the Pedagogy internship through the use of an educational game that promotes rapprochement and the exchange of knowledge between the people involved. The research methodology has a qualitative approach and the route was organized into: (i) bibliographical research, with a survey of theoretical references; (ii) development of the first versions of the game, tests carried out with students and teachers of the supervised internship discipline of the initial years of Elementary School, of the Full Degree in Pedagogy course at the State University of Pará and analysis by two experienced specialists in the school context ; (iii) development of the final product, improved according to the results of field experience and expert evaluation. The results of the field experience were positive and the application of the Estagio Go game showed the great potential of this educational product, given the proposed objectives.
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ANTONIO DA SILVA OLIVEIRA JUNIOR
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CIÊNCIAS DO MAR: CURSO DE EXTENSÃO UNIVERSITÁRIO EM UMA COMUNIDADE COSTEIRA DA AMAZÔNIA
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Data: 22/03/2024
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The present work presents the co-creation of an educational process that materialized as a University Extension Course, within the scope of the Master's in Teaching course of the Postgraduate Program Creativity and Innovation in Higher Education Methodologies, at the Federal University of Pará (UFPA), in correlation with the objectives of the Decade of Ocean Science for Sustainable Development, established by the United Nations (UN). The objective of this research was the construction of an extension course, as a curricular activity of the Degree in Natural Sciences course, which is linked to the Institute of Coastal Studies (IECOS) at UFPA, located in the municipality of Bragança, in the northeast of the state of Pará. , in a collaborative way with students from the Natural Sciences course and members of the women's savings club “Maré Alta”, from the coastal community Vila dos Pescadores, located on Ajuruteua beach, in the municipality of Bragança, working with themes of Marine Sciences and encouraging the construction of activities that enable the sustainability of the local community. This dissertation is structured into six chapters, which narrate the conception and development of the educational process, which are, respectively: The Decade of Ocean Science for Sustainable Development, which addresses the importance of stimulating research and sustainable actions to preserve the Ocean and coastal environments together with the populations that reside in them; University Extension as a basis for rethinking the structuring of academic extension activities in undergraduate courses at the Federal University of Pará (UFPA); the Theory of Learning through Experience, constructed by the philosopher John Dewey and visualized as the potential energy for the co-creation of this educational process; The Tide Methodology - parts one and two, being a methodological format designed for this educational process, which makes up the experience of planning the co-creation of the extension course and the experiences surrounding the course; Extension Format for the Coastal Environment that we want, representing the analyzes and considerations on the learning and construction of knowledge that occurred throughout the extension course; the sixth chapter describes the final plan of the extension course, with step-by-step instructions on how other educators can also develop this experience. Throughout the exploration of the co-created methodology, the evaluation and validation processes carried out by all participating subjects are evident, highlighting the exchanges of experiences and lived moments that served as a basis for the contextualization of concepts, both physical and other scientific concepts, perceived in the coastal space. The aim, with this co-created extension course, is to collaborate with the process of curricularization of extension in the Degree course in Natural Sciences at UFPA, offered in Bragança/PA, contribute to the objectives and goals of the Decade of Ocean Science and stimulate studies of Physics concepts and other scientific concepts in a contextualized way, through dialogue between scientific knowledge and local knowledge, in experiences in a coastal environment.
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LUIZ PEDRO REIS PINHEIRO
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RECRUTADORES DE CONHECIMENTO: UM JOGO SÉRIO PARA AVALIAÇÃO FORMATIVA EM DISCIPLINAS TEÓRICAS
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Orientador : MARCIO LIMA DO NASCIMENTO
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Data: 21/03/2024
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In this work, we sought to address the following central question: how can we assist instructors of theoretical disciplines in encouraging their students to engage in dialogue about the concepts of the subjects through a playful and immersive environment, allowing the instructor to observe what was presented and evaluate what was discussed? The main objective adopted as an alternative solution to this question was to present a serious game that would serve as an artifact for instructors to conduct formative assessments of the content covered, providing students with a playful environment for presenting syntheses of the concepts addressed up to that point. The choice of this theme arose from the observation of the need for instructors in the Professional Master’s Program in Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES) to identify students’ appropriation of the concepts presented in the disciplines, as well as the need for use in other subjects and diverse educational environments. As theoretical support for the research, we addressed the following concepts: Game, Gamification, Serious Game, and Edutainment. These concepts were explored to provide a foundation for product development. The research was conducted using the Action Research methodology, complemented by Design Thinking and the MDA (Mechanics, Dynamics, Aesthetics) framework. Throughout the research, various tests were conducted to evaluate the objectives and improve the product. To understand and guide the artifact’s development, a survey was conducted with higher education instructors to create a persona that would serve as a guide for the product. The tests were carried out with both low-fidelity digital prototypes and high-fidelity physical prototypes, always considering the user’s perspective and the research objectives. With the structured prototypes, we described the step-by-step applications and what we collected from each of the tests, detailing how they influenced the product. Subsequently, we conducted semi-structured interviews with some of the professors from the disciplines where the tests took place to assess whether the objectives were being achieved. Later, we described all the final characteristics of the game, detailing each component and how they impact the gameplay. Finally, we concluded with a report on what was developed and how the product impacted the professors who had contact with the research, presenting the results regarding the achievement of the defined objectives and the potential for replicating the product in other environments.
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SAMARA TRINDADE DE MOURA FELIPE
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O ENSINO DA EDUCAÇÃO FINANCEIRA EM UMA ESCOLA DE COMUNIDADE RIBEIRINHA AMAZÔNICA, POR MEIO DE UM PROJETO DE EXTENSÃO
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Orientador : MARIANNE KOGUT ELIASQUEVICI
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Data: 20/03/2024
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Financial Education, a global concerning, seeks to promote financial knowledge. In Brazil, the National Financial Education Strategy (ENEF), created in 2010, has as its main objective promoting Financial Education, including it in the Basic Education curriculum, being treated as a transversal theme that must be addressed in different school subjects. However, not all students have the same financial or cultural reality, and it is essential that this teaching can be adapted to ensure meaningful learning. At the same time, when analyzing the schooling formation of Higher Education students who, in some way, are related to the theme, especially the Mathematics Degree, it is common for topics related to finance to be worked on only the technical repertoire of Financial Mathematics, its mathematical concepts and properties, leaving aside the relation of these notions with public policies and the association between consumption and planning, initial concepts that are essential for a schooling formation in Financial Education that can then be “translated” in future moments in the Basic Education classroom. Given the context, the research on screen starts from the following question at issue: How can we provide opportunities for more responsible, ethical and civic-minded training for undergraduate students at the Federal University of Pará, as well as collaborating to create an environment favorable for knowledge sharing related to Financial Education for Basic Education students? Aiming to answer this question, we set out as a general objective: Set up a University Extension Project which explores teaching strategies, based on active methodologies and contextualized activities, to address issues relating to Financial Education, with ninth-grade elementary school students from the Municipal School of Rural Education São José, on Ilha Grande, Belém-PA, providing a more responsible, ethical and civic education for undergraduate students at the Federal University of Pará. Research was carried out with a quantitative-qualitative approach, of a descriptive nature and of an applied nature, divided in stages, leading to the development and implementation, during 2023, of the University Extension Project Só te digo: POUPA! from the Federal University of Pará, with monitors from different courses at the Institution. By endeavoring to develop a University Extension project targeting students from a riverside community, and with the active envolvement of undergraduate students, we provide the opportunity for the undergraduate students to put into practice what they learn in the classroom, developing leadership, communication and work skills in team. The experience of engaging with the riverside community was enlightening, demonstrating the diversity and cultural richness in our state. Valuing and respecting the community's traditions and ways of life was essential to promote inclusion and mutual understanding between the University and the school. This initiative not only enriched the learning experience but also contributed to the personal and academic development of all participants.
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PEDRO JOSE MATNI DOS SANTOS
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CIÊNCIA INVESTIGA: PROPOSTA DE SEQUÊNCIA DE APRENDIZAGEM INVESTIGATIVA PARA FORMAÇÃO INICIAL DE PROFESSORES DE CIÊNCIAS
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Data: 20/03/2024
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This dissertation presents the research called Ciência Investiga: Proposed Sequence of Investigative Learning for Initial Training of Science Teachers. The work was developed under the Graduate Program Creativity and Innovation in Higher Education Methodologies (PPGCIMES), in the research line Creativity and Innovation in Educational Processes and Products (CIPPE). In an introductory way, the context of Teacher Training is presented with a focus on future science teachers, with dialogues about this scenario and debates about the changes in the roles of teachers and students in the classroom. For this, we sought to understand the Training of Science Teachers and what are the challenges during the course through the survey of Natural Sciences Degree Courses (LCN) in the State of Pará, which train Science teachers to work in Elementary School II and their respective Pedagogical Projects. From bibliographical research, readings on Teaching by Research (EI) and Active Methodologies, the theoretical contribution of this work was built to propose a didactic and investigative methodology adapted to the context of Higher Education, skills to learn to investigate, investigate to learn, investigate to teach and teach to investigate among science teachers in training. Thus, it was developed, as an educational product, a Sequence of Investigative Learning (SAI) focused on the use by Higher Education teachers in the scope of Natural Sciences Degree courses for the teachers of Science of Basic Education. Understanding that the context of Initial Training of teachers in Natural Sciences is challenging, it is intended, through this product, to provide an approach that provides new experiences and skills through collaborative and investigative work.
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TANIA CRISTINA SILVA MARTINS
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APRENDIZAGEM BASEADA EM PROJETOS MEDIADA PELO USO DE WEBQUEST NA FORMAÇÃO INICIAL DE PROFESSORES DE LÍNGUA INGLESA
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Data: 20/03/2024
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The professional development of pre-service English language teachers plays a fundamental role in the context of contemporary Brazilian education, such as, for example, in preparing future teachers for the development of lifelong learning skills, namely, good communication, critical thinking, digital literacy, among others, just to name a few. Such teacher development can help the teacher to better identify, critically and reflectively, the needs and interests of students, and enable personalized learning, through each student's life projects. Therefore, this research aimed to present an educational process based on project-based learning (PBL), mediated by the use of WebQuest , for pre-service English language teachers. Grounded in the principles of the qualitative research approach and using the action research method, the educational process, entitled “ WebQuest : project-based learning in English language teaching”, was planned, applied and evaluated in the context of the degree subject “Technologies in the teaching and learning of foreign languages”, in the English language teaching major, at the Faculty of Modern Foreign Languages (Faculdade de Letras Estrangeiras Modernas - FALEM), at the Federal University of Pará (Universidade Federal do Pará - UFPA). The results of the evaluation of the educational process demonstrate its effectiveness in contributing to the pre-service English language teachers' professional development, by creating conditions for meaningful learning about PBL, mediated by the potential of WebQuest, both as a technological resource and as a methodology. It should be noted that this educational process was evaluated by student-participants in the research and by expert teachers. Furthermore, by integrating PBL and WebQuest, the educational process gained aspects of innovation and replicability. It is concluded that this research can contribute to the advancement of knowledge in the field of study of PBL in the Brazilian context of teaching and learning the English language, with regard to curricular integration, teacher development and the incorporation of digital technologies in PBL.
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MATHEUS MIRANDA DOS SANTOS
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DESMITIFAKE! FAKE NEWS COMO RECURSO DIDÁTICO NA FORMAÇÃO DE PROFESSORES DE HISTÓRIA
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Data: 19/03/2024
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This dissertation was created within the scope of the Criatividade e Inovação em Processos e Produtos Educacionais (CIPPE) research line of the Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES), of the do Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão (NITAE²), at the Universidade Federal do Pará (UFPA). Its aim is to develop and implement, using active methodologies and practices, a didactic sequence that uses fake news as didactic resources in the training of history teachers. To achieve this goal, the educational product was prototyped in the form of a didactic sequence entitled "DesmitiFake!", which was presented in two meetings aimed at the History undergraduate course audience. Subsequently, this educational product was tested and validated with the participation of students on the History degree course at UFPA's Faculty of History, showing promising results in terms of student involvement, engagement and learning in the development of educational strategies that enhance critical and problem-solving skills using fake news as a didactic resource. Next, a website was designed to host all the materials created to implement the didactic sequence, with the aim of providing opportunities, creating and occupying the spaces made available by Digital Information and Communication Technologies (DICTs), in order to promote the dissemination of tools that can support the process of confronting fake news and bring the target audience closer to the potential provided by DICTs. In this way, the results of the research indicate viable theoretical and methodological tools for tackling fake news, through active methodologies and practices aimed at History undergraduate students.
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CAMILA RODRIGUES MENDES
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GUIA DIGITAL AFLORAR: REFLEXÕES E PRÁTICAS PARA O FOMENTO DO BEM-ESTAR DE PROFESSORES DE LÍNGUAS EM FORMAÇÃO INICIAL
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Orientador : LARISSA DANTAS RODRIGUES BORGES
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Data: 06/03/2024
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Mostrar Resumo
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The aim of this research was to develop an educational product focused on the wellbeing of pre-service language teachers. As an English undergraduate student at the Federal University of Pará (UFPA), I have experienced many challenges and difficulties throughout my trajectory which have had an impact on my wellbeing and sparked my interest in investigating this topic. Wellbeing is a construct that emerges from the interaction between personal characteristics and socio-contextual factors in all areas of human life; the aim of this interaction is to find meaning and connection with the world (Mercer; Gregersen, 2020). Various factors contribute to promote a person's wellbeing and flourishing, such as positive emotions, engagement, relationships, meaning and achievement (Seligman, 2011). In this research, the educational product developed is the Aflorar digital guide, which aims to enhance the wellbeing of pre-service language teachers through reflections and practices that can help them find points of balance in favor of their wellbeing. As a theoretical framework, we draw on studies conducted by Borges (2024), Mercer (2021), Mercer and Gregersen (2020), Oxford (2016a, 2018, 2020), Seligman (2011), Sulis et al. (2021), among others. The methodology adopted was applied research with a qualitative approach involving English undergraduate students at the School of Modern Foreign Languages (FALEM), at the UFPA, located in Belém. Four questionnaires were used to generate data. In the conception stage, bibliographical research and research of guides on teacher wellbeing were carried out. To characterize the context, documentary research was conducted. And in order to direct the development of the Aflorar guide's resources, a questionnaire was applied in which nineteen participants collaborated, with the aim of getting deeper insights into the audience and their wellbeing related needs. The guide was tested, evaluated, and validated with ten participants along two in-person meetings and two meetings involving asynchronous activities. Among the results of this investigation, a positive impact on the participants' wellbeing was evidenced, favoring reflection, identification and understanding of emotions, an increased appreciation of positive experiences, as well as improved time management to prioritize activities that promote their wellbeing. In addition, the guide's resources provided a more positive outlook regarding the challenges faced by participants and facilitated the strengthening of positive relationships. We anticipate that the Aflorar digital guide will make a valuable contribution to the field of language teaching and learning while also positively influencing the wellbeing of pre-service teachers.
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RODRIGO NASCIMENTO BENTES
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MAIS (IN)FORMAÇÃO, MAIS SAÚDE: CARTILHA PARA PROFISSIONAIS EM SAÚDE NO ENFRENTAMENTO A FAKE NEWS
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Orientador : RONALDO DE OLIVEIRA RODRIGUES
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Data: 06/03/2024
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Mostrar Resumo
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This work was developed with the aim of producing a booklet that assists in the training/performance process of health professionals, considering the need to combat fake news and misinformation in the area of public health. The basis was based on studies involving health education according to Kwamoto (1995), Machado et al. (2007), Falkenberg et al. (2014); Role of health professionals: Nurses and Community Health Agents (ACS) according to Brazil (2009, 2021); Fonseca et al., (2018) in addition to seeking to analyze the concept of fake news and its consequences, as well as ways to combat the spread of false information according to references Nazareth (2018), Recuero and Gruzd (2019) Shah and Kumar (2018) and França et al., (2020), among other authors present in this research. Methodologically, the research approach was qualitative, which based the Narrative Literature Review and the use of the Experiential Learning Cycle (CAV) during the production of the dissertation, the booklet and the validation process during the supervised internship period with students and teaching staff. degree in Nursing and, soon after, tested and validated by health professionals, working nurses, and with the collaboration of the ACS. For this product, the experts were the nurse professor and nurses working at UBS in Barcarena, by filling out a physical questionnaire. The results were satisfactory, with, in some parts, the booklet entitled “More (in)formation, more health!”, already improved after considerations during the evaluation. The proposed booklet aims to be a training resource for the public in the health sector and related areas that can use recommendations and guidelines from reliable research sites, support that contributes to training and critical training, considering the problems that fake news can harm collective health. Thus, this product contributes to the teaching-learning process, assists in the use of research resources, brings topics and curiosities on various health topics, as well as provides guidance on protection and reporting against false information.
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PAULO ANDREY LOREDO DE ASSUNÇÃO
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EDUCAÇÃO INCLUSIVA E JOGOS DE CARTAS: O JOGO ACOLHER COMO PROPOSTA FACILITADORA DO PROCESSO DE INCLUSÃO DE PESSOAS COM DEFICIÊNCIA NO ENSINO SUPERIOR
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Data: 05/03/2024
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Mostrar Resumo
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The aim of this research was to develop a card game aimed at higher education students, which would help to reduce attitudinal barriers and contribute to the inclusion of people with disabilities (PwD) at this level of education. It was carried out using a qualitative approach, which guided the exploratory and field research. The theoretical basis was provided by studies involving Inclusive Education, such as Oliveira, I. (2002, 2017); Lima, S. (2017); Gamification and Games such as Kapp (2012); Gomes (2015, 2019) and Busarello (2016), in addition to documents from international conventions and Brazilian legislation regarding guidelines and orientations on the teaching of PwD, such as the Salamanca Declaration and the Brazilian Law for the Inclusion of People with Disabilities Law No. 13.146/15, respectively. The field research unfolded from internships and experiences at the Dentistry Course at the Federal University of Pará (UFPA) and at the institution's Accessibility Coordination Office (CoAcess), with monitoring in each of the five divisions that provide support for students with disabilities. The active methodology called Gamification was used to develop the product. The product validation process was supported by a semi-structured questionnaire answered by course students and a panel of experts via Google Forms. The results from the students' point of view indicate that the game meets the proposed objectives and arouses interest in the subject, while the experts believe that the product can generate curiosity about the subject and contribute to reflection and a change in attitude. Thus, it is understood that even though the final version of the game is presented, it is not limited to a single version, situation or form of gameplay, but provides and invites the challenge of different practices in the teaching context to which it is directed.
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JULIENE DE SOUSA FERREIRA
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APP NORTEAR: PROTÓTIPO DE APLICATIVO EDUCACIONAL COMO APOIO AO DOCENTE QUE ATUA COM DISCENTE COM TRANSTORNO DO ESPECTRO DO AUTISMO NO ENSINO SUPERIOR
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Data: 15/02/2024
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Mostrar Resumo
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The right to academic inclusion of Autism Spectrum Disorder (ASD) students is provided in Brazilian state policies and legislation. Its implementation, and the increase of students with ASD enrolled in Higher Education, as a result, the educational scenario has changed. This student faces several adaptation obstacles due to their specific needs and teachers have difficulties in dealing with these students in the classroom. In these terms, the objective of this research was to develop an educational mobile application prototype (app) to support teaching practices in the classroom with students with ASD in Higher Education. This is an applied research, field survey, quantitative and qualitative, using semi-structured interviews, with teachers who have already had experience with students with ASD in Higher Education and an online questionnaire with the multidisciplinary team of the Accessibility and Inclusion Centers (NAI ) from UFRA and UFPA. Among the central authors of this research are: Tardif (2014), who understands that knowledge is acquired from personal experiences; Pimenta, Anastasiou and Cavallet (2003), who study teaching in Higher Education presupposing reflection and evaluation of practices; Kenski (2012) and Moran (2015), who argue that education can be mediated by technology and Pressman (2016) who states that an app provides support to users in solving problems. The study was also supported by official documents and legislation regarding ASD. To develop the app prototype, we used the evolutionary process model with prototyping as a methodological reference with the main steps: gathering requirements; agile planning; project modeling; prototype development; validation from eight specialist judges in Special Education and feedback on functions. The application named APP NORTEAR was developed using the Figma, Kodular platforms version: 1.5B.3 - Fenix, Canva, Draw.io and Trello. A high-fidelity prototype was developed, with the following contents: Understanding ASD, suggestions for pedagogical practices, relevant guidelines and Accessibility and Inclusion Centers. Based on the evaluations of the expert judges, it was possible to validate the content, functionality and usability of the app. In the judges' assessment, important suggestions were made and will allow the development of new versions. The evaluation results allow us to affirm that the developed application prototype has the potential to support the practice of teachers without training in academic inclusion to work with students with ASD.
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GRASIANO VIEIRA REIS
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PROAHS: PROTOCOLO DE IDENTIFICAÇÃO DE DISCENTES COM INDICADORES DE ALTAS HABILIDADES/SUPERDOTAÇÃO NO ENSINO SUPERIOR
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Data: 29/01/2024
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Mostrar Resumo
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The research aimed to develop a protocol to contribute to the identification of students with indicators of high abilities/giftedness in higher education. This proposal arose from the need for protocols to identify students with indicators of high skills/giftedness in higher education, which can contribute to the creation of records for this special education audience by universities, based on the Accessibility Centers, as already pointed out in National Education Guidelines and Bases Law (LDBEN) – Law No. 9,394, of 1996 (Brazil, 1996). The epistemological bases for the research were the theories that support protocols for identifying high abilities/giftedness. The main theory of the research and educational product is Renzulli's Three Ring Model (1986). The methodology is exploratory with a qualitative nature. The educational product is a protocol, called “PROAHS: Protocol for identifying students with indicators of High Skills/Giftedness in Higher Education”, created in the format of a Portable Document Format (PDF) for presentation and availability. The platform used to create the product was Canva. The Design thinking approach was used as part of the methodological process for creating the product. The steps and content of the protocol are based on Renzulli's Three Ring Model (1986). The forms used were created and adapted from models aimed at Basic Education, since it was identified that there were no protocols for the public studied in this research in Higher Education. The protocol is organized as follows: the initial part provides a contextualization of Accessibility Cores, high abilities/giftedness and Renzulli's Three Rings Theory. After the topics, there are the five steps listed for the student identification process. The validation of the product was carried out with 06 coordinators from the Accessibility Center in the North Region and 01 coordinator from the High Skills/Giftedness Activity Center in Pará. The result pointed to the Accessibility Centers as one of the possible spaces to use the product, which it was also considered as a viable alternative for the initial identification of students in higher education institutions. Thus, the protocol is another tool to help education professionals, which aims to guarantee the right to educational assistance for students with high skills/giftedness in Higher Education, Special Education audiences.
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ROSINE LIMA SILVA
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VER-O-AUTISMO: PROTÓTIPO DE APLICATIVO EDUCACIONAL SOBRE TRANSTORNO DO ESPECTRO DO AUTISMO PARA ESTUDANTES DE PSICOLOGIA
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Data: 26/01/2024
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Mostrar Resumo
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The aim of this work is to present the development and validation of the Ver-o-autismo application, a prototype mobile application for psychology students in curricular or extracurricular internships, with the purpose of enhancing their understanding and intervention skills in the context of Autism Spectrum Disorder (ASD). To achieve the defined objective, the work was divided into three phases: 1) In the first phase, a literature review was conducted on the use of mobile technologies as a teaching-learning tool, the use of microlearning as a methodological proposal for the development of Ver-o-autismo application content, key concepts related to Autism Spectrum Disorder, and psychologist training in Brazil within this context; 2) The methodological path for the application's construction was then outlined, including the development of microcontent based on cues described by Buchem and Hamelmann (2010). Prototyping was carried out on the Figma platform, and tool development was implemented on the Android Studio platform version Flamingo 2022.2.1.20, using Java and HyperText Markup Language (HTML). Two requirements surveys were conducted through a Google Forms questionnaire to map the audience's interests and a review of related products on the Google Play Store to evaluate features of other existing applications on the subject; 3) In the final phase, the achieved results and their analysis were described, presenting the product and its main screens, along with its evaluation by six judges using the Learning Object Review Instrument (LORI) scale created and validated by Nesbit, Belfer, and Leacock (2009). Judges were selected from two specific groups, internship supervisors, and psychology students. The evaluation results demonstrate that the Ver-o-autismo application has the potential to fulfill the proposed objective. Identified limitations are related to the scarcity of content focused on the diagnosis and intervention in adults and the elderly, as well as issues of accessibility and ergonomics for individuals with disabilities due to screen size. In the presented perspective, it is believed that Ver-o-autismo has formative potential and offers significant contributions to the training of psychologists interested in working with individuals with autism. Thus, it provides an opportunity for a more committed and qualified involvement in this field.
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