01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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Resultados da Pesquisa
Item O uso de metodologias ativas de ensino associada à robótica educacional com alunos do Ensino Fundamental: relato de uma experiência(2020-11-04) Cupertino, Gabriela Barbosa; Barros, Abner Corrêa; http://lattes.cnpq.br/3825998752196688; http://lattes.cnpq.br/6157059647848581The active teaching methodologies are teaching-learning approaches that are characterized by leading the student to assume a greater role in the dynamics of knowledge acquisition, so that the teacher starts to act no longer as a greater holder of information and knowledge but as a facilitator and mediator of this process. In this approach, the student is encouraged to participate actively in the construction of knowledge through the search for solutions to relevant problems in his life context and through constant exercise of critical sense. The objective of this monograph is to bring a critical account of the use of active teaching methodologies (Problem Based Learning, Peer Learning and Maker Movement) associated with technological tools (Educational Robotics and Design Thinking) in an elementary school in the rural area of the Vitória de Santo Antão - PE. Both the pedagogical methods used and the impact of using these methodologies on the performance and school experience of the students involved will be analyzed. The results observed in this throughout process allowed us to conclude that the adopted methodologies provided students with gains in areas that went beyond the simple acquisition of academic knowledge, with significant improvements in the capacity for socialization, teamwork and in the construction of critical and questioning thinking.Item Métodos de ensino do voleibol no âmbito escolar(2019-07-22) Nascimento, Maíra Gabriela Santana do; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/4270080580896380This work aimed to highlight the method of teaching volleyball used in the pedagogical practice of teachers and coaches, understanding the challenges and possibilities in teaching the said modality. The research was carried out from the qualitative method with the application of a semi structured questionnaire with sixteen teachers and coaches, from public and private schools in the city of Recife. The questionnaire aimed to inquire about the following aspects: the teaching methods used in the volleyball teaching process, the ordering of the technical gestures used and the difficulties and possibilities for teaching volleyball. The results show that the participants know the different teaching methods, and in great majority, they use the method of teaching mini volleyball, seeking to increase the knowledge of students, with activities favorable to affective, social and cognitive development. It is concluded that the study contributed to increase the knowledge about the use of the volleyball teaching method, in physical education classes and in initiation schools, enriching the discussion about the theme and contributing to the production of knowledge in the field of Physical Education.Item Formação inicial de professores de educação física da UFRPE e o trato com o conhecimento handebol(2019-02-07) Santos, Thamiris Pinheiro; Melo, Flávio Dantas Albuquerque; http://lattes.cnpq.br/9033781419336294; http://lattes.cnpq.br/9834300507979567The teacher’s training still has some spotlight in the brazilian education research because it allows the comprehension of the pedagogical process and its objective and subjective conditions. Regarding sports teaching, the physical education teachers’ training curriculum must be based on the sportive practice in order to develop the student in a full manner. According to the document that guide the pedagogical practice in Pernambuco state, the scholar physical education must be treated through the critical-overcome perspective. Among the sports modalities, the handball is practice in schools but it not so expressive outside this environment. However, it contributes to the human values construction and development in the scholar context. The present study was proposed due to the lack realized in the initial formation of the UFRPE physical education course relates to this sport. The aim of the study was to analyze the teacher training curriculum of the UFRPE physical education teachers and the knowledge with the handball. The knowledge theory utilized was the historical-dialectical materialism. The scientific method, research and exposition, was the dialectical materialism. Our empirical camp was the knowledge production about the our research object and, for that, the empirical sources were the course political pedagogical project and the graduates. The data collect instruments were the empirical source systematic through the critical reading of the official document and the semi-structured interview. The content analysis technique was utilized to classify the data. The results were organized and systematized by the argumentation exposition and contradictions about the categories: Relationship between the general and specific elements of the sports phenomenon, Relationship of the discipline with the official documents, Dealing with the knowledge coming from the class and the OTM, PCPE, and Dealing with handball knowledge. After the curriculum analysis, facing with the interviews, we highlighted that it is necessary a more intimate relationship between the theory and pedagogical practice in the teaching-learning process of the discipline Group Sports Methodology, considering an approach with the pedagogical reality the graduates will work in. We conclude that the curriculum does not demonstrate a closer relationship with the amplified curriculum as a proposal for the scholar physical education teachingItem Blended learning no ensino da respiração celular: uma proposta de sala de aula invertida(2019-02-04) Monteiro, Maria Gabriela Silva Carneiro; Araújo, Rosangela Vidal de Souza; http://lattes.cnpq.br/0161284695913412; http://lattes.cnpq.br/4031709664939616This article aims to present the results of the use of the inverted classroom model (flipped classroom) in the Licentiate course in Biological Sciences of a federal public institution. The inverted classroom is characterized as an approach by which the student assumes responsibility for the theoretical study and the classroom lecture serves as a practical application of the previously studied concepts. To carry out this research, we conducted a descriptive, observational and field research with a qualitative approach.The subjects comprised 34 students and it was held in the discipline of Biochemistry of Systems with a workload of 60 hours. For data collection, a VARK questionnaire (Visual, Aural-Read, Write and Kinesthetic) was applied before the intervention, a form after the intervention containing open and closed questions and three activities related to the cellular respiration content. This work points to strong evidence of the potential for the use of the inverted classroom in the formation of concepts in biochemistry and the importance of knowledge about students; learning styles for an optimization of the use of the proposed method. We also diagnosed some problems faced during the research, such as the strong inheritance of the student by the traditional method of teaching, which caused some resistance and difficulty of adaptation at the beginning of the discipline. The data obtained show that, in spite of the barriers to overcome during the experience, the implementation of learning models and innovative attitudes has contributed a lot, especially for the student to make worthwhile what he has learned in the discipline, showing that they know how to make appropriate decisions, solve problems, work collaboratively and make a difference in your future profession.