Navegando por Assunto "Interdisciplinaridade"

Agora exibindo 1 - 3 de 3

A educação historiográfica e a utilização da literatura nas aulas de história : uma possibilidade metodológica
(2024-01-05) Melo, Ianny Carla da Silva; Corrêa, Lucas Mariani; http://lattes.cnpq.br/1710180569222932; http://lattes.cnpq.br/0616111756933544
At first, literature and history may seem opposite, as one seeks the imaginary and the other the real. However, if we analyze in depth, they have something in common, they seek to understand the human experience and that is the point we can explore. When we take literature to a history class, we can bring this analysis of the human experience written in literary books and those real experiences explained by history. The combination of both disciplines can enhance the study of history. In this research, we seek to explore the problematization of the use of literature in teaching history in the search for more comprehensive learning. The objectives are to discuss current history teaching, debate literature as a historiographical source and bring excerpts from literary works that can be used in history classes. Therefore, the present study consists of applied research, of a descriptive nature. The objective is to provide information that can serve as a guide for actions to change reality. In this sense, the results will be presented in qualitative forms, based on information collected from primary and secondary sources, including bibliographic reviews, case studies and field practice. The execution of the research includes, firstly, the collection of secondary data and the literature review. Subsequently, it turns to case studies, aiming at theoretical solidification, and field practice, which seeks to analyze the practical capacity of the research. Finally, understand literature as a source that can be explored by historiography and that has great methodological potential and can be used by teachers in history classes.
Pedagogia da pergunta: a pesquisa de opinião como dispositivo pedagógico interdisciplinar no processo de ensino-aprendizagem
(Universidade Federal Rural de Pernambuco(UAG); Administração., 2011) Cavalcanti, Glória Maria Duarte
O Programa Nossa Escola Pesquisa Sua Opinião (NEPSO) é uma iniciativa do Instituto Paulo Montenegro, ligada ao IBOPE, que realiza projetos sociais na área de educação. Iniciado no ano de 2000, seu objetivo é desenvolver e disseminar práticas educativas inovadoras, que contribuam para a melhoria do sistema de ensino do país. O principal objetivo do programa NEPSO é promover o uso pedagógico da pesquisa de opinião pelas escolas da rede pública. Ao participar do programa, o professor aprende a planejar e realizar projetos de ensino. A metodologia estimula o uso do universo do estudante e do professor para a construção do conhecimento. Faz do estudante e do professor autores do aprendizado, promovendo o protagonismo dos principais atores da educação. A UFRPE, desde 2007 participa do Programa NEPSO e tem se destacado pelo seu envolvimento no âmbito desse Programa, especialmente durante seminários estaduais, três dos quais realizados na Unidade Acadêmica de Garanhuns. Dentre as ações principais estão o acompanhamento das escolas que desenvolvem projetos NEPSO que estão vinculadas ao polo Pernambuco; uma uma pesquisa de opinião sobre o que pensam cidadãos de Garanhuns sobre a UAG/UFRPE e; curso de extensão a ser oferecido a professores do município de Garanhuns.
Percepções sobre o ensino interdisciplinar de artes: relatos de uma prática pedagógica
(2023-10-23) Tenório, Lais Aparecida Martins; Silva, Charles Ricardo Leite da; http://lattes.cnpq.br/2664342528760612; http://lattes.cnpq.br/0452638254462177
This research aims to understand the links between Arts and Science, in addition to reflecting on the possible dialogues that result in the teaching of Arts. The theoretical framework included discussions about the fact that there are countless possibilities to include technologies in the classroom, but in order to have meaningful learning, teachers need to plan better classes, directing students to assimilate the methodology of the class and the objectives to be addressed. achieved. The adopted methodological procedures consisted of establishing a parallel between investigation and evaluation proposed in this study, being divided by stages: the first was to know the methodological theoretical framework related to the theme, then reflection of knowledge and reality, then construction of a discussion critical and reflective. The data obtained indicate the importance of the individual in the formation of his personal reflection, breaking with the role of traditional teaching of Arts, where teachers are the only holders of knowledge. In bringing Science and the Arts together, it is important to know each field and, from then on, seek another dimension of thought that can identify the points that converge and diverge, bring to light what is behind each discourse, method or theory, in order to better understand each of the fields to know how to understand and articulate them in the current social and technological context.