01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Resultados da Pesquisa
Item Avaliação dos serviços gastronômicos com base no conteúdo gerado pelos usuários: um estudo na cidade do Recife(2024-10-04) Morais, Tiago José Lima de; Corrêa, Maria Iraê de Souza; http://lattes.cnpq.br/9339401156849765; http://lattes.cnpq.br/2464275639664345Item Avaliação de aplicativos de Química: uma investigação através do Modelo de Avaliação de Aplicativos Educacionais(2024-03-01) Oliveira, Vanessa Silva de; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872The presence of Digital Information and Communication Technologies (DIT) in education has grown significantly over the years. This growth can be seen mainly in the frequent use of smartphones and tablets in the classroom, and in the number of applications (apps) for educational purposes available on digital platforms. For the teaching and learning of Chemistry, and specifically the subarea of organic chemistry, the contributions that help the understanding of this Science are unlimited, based on the visualization and interaction provided by the available applications. However, for a conscious and objective use of this tool, it is necessary that the teacher knows how to administer it in a structured way to achieve positive results in the students' learning process. Thus, the present work aims to develop a new model based on technical and pedagogical aspects, existing in evaluation models of Digital Educational Games (DEG) incorporating Bloom's Taxonomy, in addition to analyzing Organic Chemistry applications (Apps). available for free on the Google Play® platform. To achieve this, the methodological path consists of 4 steps: 1) Survey of organic chemistry applications available on Google Play® through the latent corpus; 2) Survey of models and evaluation instruments for educational digital games on the Google Scholar platform; 3) Development of a model for evaluating apps; 4) Analysis of chemistry applications found in the latent corpus, according to the model for evaluating the proposed applications. The results show that there is a diversity of organic chemistry applications, as well as JED assessment models, contributing to the development of the Educational Application Assessment Model (EAAM), composed of categories and requirements that make up technical and pedagogical aspects found and adapted from the DEG models analyzed. Furthermore, based on the EAAM produced, we analyzed Organic Chemistry applications, identifying characteristics that can be used in teaching chemistry, including: quiz characteristics, good technical functioning, levels of complexity in the content, among others. Finally, research indicates that EAAM has the potential to assist teachers in choosing applications available in application stores, given its focus on technical and pedagogical aspects that influence student learning, in addition to being able to be used for the construction of new applications in different areas, in addition to Chemistry teaching.Item A Química no SSA/UPE: análise das questões sob um olhar de documentos oficiais brasileiros(2023-09-21) Santos, Mechele da Silva; Simões Neto, José Euzébio; Cruz, Maria Eduarda de Brito; http://lattes.cnpq.br/0040724703642654; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/0778447069651912The University of Pernambuco's Serial Assessment System (UPE) has become one of the main assessment processes for admission to higher education in Pernambuco. We understand that the evaluation process is inseparable from pedagogical practice, due to this relevance this research has the general objective of analyzing the Chemistry issues of UPE's SSA, observing probable curricular and structural approximations of the event along with official documents and the methodological aspects of chemical knowledge , in the range of years 2013 to 2024. Having broad relevance as the number of registrants only grows annually and presented, in the year 2023, its first change to the SSA 1 test, where now the questions must directly encompass the guidelines on knowledge scientific linked to specific competencies and skills, as guided by the National Common Curricular Base (BNCC). The methodology for this research focused on analyzing the I. chemical knowledge present in the questions and in the candidate manual; II. The amount and main content charged; III. Analyze the structural aspects and the presence of mass culture in the issues; IV. Aspects about chemical knowledge are related to the contextual and conceptual form through Jonstone's levels of chemical knowledge, which are symbolic, microscopic and macroscopic; V. Analyzing the conceptual aspects of chemistry. The document research carried out covers the quantitative and qualitative form of analysis and considering all phases of selection following careful reading and categorization, we can verify the levels of chemical knowledge, according to Johnstone's triplet, the structural aspects, focused on the use of mass culture , the conceptual aspects, observing whether the questions establish relationships between chemical and social knowledge, based on the prevalence or homogeneous division of content, as well as the levels of chemical knowledge and conceptualization, according to the skills and abilities suggested by the BNCC. Thus, we realized that some contents stood out in frequency over others, and that unfortunately mass culture is still little addressed in the issues and its low frequency covers the SSA1 questions. From the data analyzed, the questions according to the triplet, we observed that the level of symbolic knowledge encompassed eighty-one questions, we believe because it focused on symbols, chemical equations and formulas. We also note that the conceptualization related to chemistry in the industry included eighty of the questions. We also observed that several specific skills can be easily identified in the 2023 SSA1 questions. Thus, we can observe that the preparation of chemistry questions in the Serial Assessment System has been undergoing variations conforms not only to official documents, but also to the direct influence of society and its needs.Item As práticas de uma avaliação dissimulada distantes do processo de ensino-aprendizagem democrático(2022-10-11) Silva, Ermirio Simões Batista da; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/6621865964089992Este artículo propone el análisis de preguntas del cuadernillo de prueba de la segunda fase del Sistema Serial de Evaluación (SSA), de la Universidad de Pernambuco (UPE), a través de las teorías de la Enseñanza de la Lengua Portuguesa, centrándose en los procesos de evaluación a la luz del eje lector. Abordaremos las transformaciones de los paradigmas involucrados en la evaluación, los aspectos de una práctica pedagógica que promueve jerarquías escolares, lãs perspectivas de la medición del conocimiento en el contexto evaluativo, las características de uma pregunta objetiva y las relaciones del examen de ingreso con las concepciones del lenguaje, con el fin de sustentar la forma en que las preguntas minimizan la capacidad interaccional, lectora y productora de significados y conocimientos en el contexto de la evaluación. Finalmente, señalaremos hallazgos que revelan el mantenimiento de una práctica que no democratiza al alumno evaluado, colocándolo en el lugar de un reproductor de saberes del siglo XXI.Item Avaliação da aprendizagem: superando desafios na educação física escolar durante o ensino remoto emergencial(2023-05-04) Almeida, Isabella Maria França Severo de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This study aims to analyze the evaluative practice of Physical Education (PE) at school during Emergency Remote Teaching (ERE), verifying which evaluation strategies were used in the pedagogical practice and highlighting the main challenges and possibilities encountered to evaluate student learning. in a remote context. The research was guided by a qualitative approach and carried out based on the action-research method, intending to understand the strategies used to overcome the challenges of assessing learning in school PE during the ERE. To this end, the evaluative practices of the EF curricular component, which occurred during the ERE, in the 3rd two-month period of the 2021 school year, in a 9th grade class of Elementary School II, of a Federal Public School, were considered, through observations and interventions carried out for the discipline of Mandatory Supervised Internship III, of the Degree in Physical Education at the Federal Rural University of Pernambuco (UFRPE). From the studies, it was possible to perceive how much the evaluation of learning is a complex process and how it becomes even more complex when brought to the school PE, due to the specificities and the difficulty of the area in legitimizing itself as a curricular component in the school. However, it was found with the research that it is possible to overcome the challenges of the existing evaluation, in addition to those resulting from the ERE, using strategies such as the diversification of techniques, instruments and criteria to evaluate the students' learning, considering them diverse subjects, with different cognitive, affective and sociocultural abilities. Therefore, the research collaborated for the development of knowledge about the evaluation of learning in school PE in remote teaching, showing the possibilities of planning and carrying out an intentional evaluative practice in this context, an evaluation that evaluates in a continuous, procedural, qualitative and that, above all, consider the student as an integral being, understanding him in his entirety and from his reality, and more, that is based on consolidated theories and methodologies, such as the Historical-Critical Pedagogy and the Critical-Overcoming Pedagogy.Item A avaliação do ensino-aprendizagem escolar: possibilidades nas aulas de Educação Física(2022-10-10) Souza, Sérgio Henrique de Oliveira; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This study focused on the analysis of the evaluation of the teaching-learning process in Physical Education classes, so that the teacher understands the evaluation processes, identifying their theoretical-methodological foundations and their didactic possibilities for classes at school, collaborating with the teacher to measure how the sense-meaning of the contents reached the student, so that he/she evolves as a person and as a citizen, thus reaching a critical reflection of the reality in which he/she is, providing greater connection between teacher, content and student, in a profound and at the same time transparent, assimilable and concrete way. The research was carried out from the qualitative method, in particular, a bibliographic review, being developed during the discipline of Mandatory Supervised Internship III in Physical Education - Federal Rural University of Pernambuco (UFRPE), held in a 9th grade class of Elementary School of Pernambuco. Aprivate school in the city of Recife-PE. This study provides a contribution of evaluative practices, taking into account the entire teaching-learning process. The research contributed to the development of knowledge about the use of evaluative practices in the Physical Education curricular component, expanding the understanding of this much-discussed pedagogical tool, evaluation, and consequently helping in the production of knowledge in the area of Physical Education.Item Minha Prova: automatizando o processo avaliativo nas escolas(2019) Silva, Túlio de Souza; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319Education is still an area that lacks more support of technology to improve its processes,especially in Brazilian public schools. This paper presents a tool developed for the au-tomation of the answer sheet grading process in schools, helping teachers in this daily activity. A case study was conducted with the teachers of the state public school Ci-cero Dias based in Recife - Pernambuco, to measure the tool’s efficiency compared totraditional response card grading methods. A formal evaluation of the tool’s interfacewas also conducted to implement improvements regarding the user experience. Thepaper shows that using the tool decreases the time teachers spend grading student’s response cards, used in tests, while also providing teachers with relevant data on stu-dent performance in assessments. Finally, we conclude that the proposed tool is a powerful ally of teachers and school administrators in improving the evaluation processand the quality of life of teachers.Item Avaliaçâo de aprendizagem: concepções e aplicações(2018) Nascimento, Mirleidy Esterfani Oliveira do; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919The objective of this research was to analyze the conceptions of some authors about the process of evaluation of learning. This theme was built in order to raise the concepts, approaches and conceptions of evaluation defined by some authors based on reports of experiences and research focused on approaches educational assessments. Where they conceptualize and justify the concept of evaluation according to several factors that intercede and influence in this process. Another factor that made me raise this theme is an experience report where I was able to experience the evaluation process as regent teacher of discipline, being able to have the vision of how the process is seen from the position that was offered to me and also I had the opportunity to follow the process where the students seek to recover the necessary score, in view of the search for “promotion” or egress in the next school year. The methodology developed was a theoretical type of literature review. We conclude in this investigation that the researched authors have a differentiated view about the evaluation in the educational learning process. And with that it was possible to have an expanded view regarding the methodologies used in the construction of the evaluation process.