01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Resultados da Pesquisa
Item A formação docente para o ensino remoto emergencial em uma Instituição Pública de Ensino Superior: o uso do podcast como ferramenta ativa de aprendizagem(2022-09-30) Correia, Rhaelly Eduarda de Lima; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/7279598328405302Emergency remote education is an imminent challenge for teachers of Public Institutions of Higher Education because it requires digital skills that were not always part of its formative process. Training practices were integrated in the transition phase of public HEIs in order to mobilize in their faculty the awakening to the development of these competencies and skills essential to the remote teaching process. Thus, this article portrays, through a case study, the teacher training process in a public HEI through the use of the podcast tool. Through the teachers' perception of the experiences offered in the course, the article will answer four questions about this moment: who are we? How do we live? What did it mean? What will we do?. Most of the students were women, aged 36-45 years, with average ability with the use of digital resources. Through experiences offered by the podcast course, they were able to reflect on active practices in the perspective of the use of podcast in the active perspective of learning. The most common feelings experienced throughout the course were curiosity, awakening to autonomy (willingness to do) and joy. The practices experienced demonstrated how much the affective character has that is more than present in remote emergency teaching in order to ensure the permanence of this student in remote teaching, as well as meaningful learning. Future work should invest in the experience report of both students and teachers regarding the practices offered in the semester of emergency remote education.Item A contribuição do estágio supervisionado na formação do estudante de Pedagogia da UFRPE: a visão do discente(2021-06-30) Silva, Joziane Melo da; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/3844256913646966Este trabajo trata sobre la asignatura de prácticas supervisadas en la carrera de Grado en Pedagogía. Nuestro interés fue conocer los aportes de la pasantía supervisada en la formación de estudiantes de Pedagogía de la Universidad Federal Rural de Pernambuco - UFRPE. El trabajo tiene como base teórica las discusiones sobre el contexto histórico de la pasantía y los documentos de la legislación que orienta la pasantía. También abordamos la pasantía y las diferentes concepciones, así como la importancia de esta en la formación inicial de los estudiantes. Utilizamos principalmente los estudios de Pimenta y Lima (2012); Barreiro y Gebran (2015), entre otros estudiosos del área que discuten el fenómeno investigado. Metodológicamente, adoptamos un enfoque cualitativo, y utilizamos un cuestionario como instrumento para la recolección de datos de investigación, además de utilizar el Proyecto Curso Pedagógico (PPC, 2010) para analizarlo. Los resultados de esta investigación señalan que los aportes de la pasantía obligatoria supervisada son grandes, ya que permite a los estudiantes de la carrera de Pedagogía de la UFRPE consolidar la relación entre teoría y práctica, la autonomía y constitución de la identidad docente, entre otras contribuciones. Además, este estudio nos mostró que la pasantía es un momento oportuno de formación que permite intercambios entre el ámbito académico y el ámbito escolar y viceversa, pudiendo así propiciar nuevos conocimientos, nuevas reflexiones sobre el locus de la actividad docente.Item Estágio supervisionado: uma experiência sobre história em quadrinhos para o ensino de Matemática(2021-07-24) Moura, Vitória do Nascimento; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/9675955170404701Comics have been used for pedagogical purposes in several areas of knowledge. In this work, we aim to analyze how undergraduates in mathematics learn Comics (Comic Books) for the teaching of Mathematics, after a workshop focused on their teacher training on this topic. We developed the research with mathematics undergraduate students at the Federal Rural University of Pernambuco, in particular in the Supervised Internship II discipline (ESO II), during the exceptional academic period 2020.4, experienced in the remote teaching modality, due to the COVID19 pandemic. At first, 10 undergraduates answered a questionnaire that sought to raise their previous knowledge about comics. During two synchronous classes of ESO II, a workshop on comics and the use of the Pixton platform was offered. Finally, we resumed in another class to verify the activities developed by the licensors involving comics for the teaching of mathematical content. As a result, we present three HQs built by the undergraduates: one about the Pythagorean Theorem and triangles in geometry, another about functions and the last one entitled Exponential Function in Pandemic Times.