Mestrado em Ensino, Educação Básica e Formação de Professores

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17480

Nível: Mestrado Acadêmico
Ano de início: 2016
Conceito atual na CAPES: 3
Ato normativo: Homologado no Parecer CES/CNE nº 487/2018, da Câmara de Educação Superior do Conselho Nacional de Educação, e no Parecer nº 00049/2019/CONJURMEC/CGU/AGU, da Consultoria Jurídica junto ao Ministério da Educação, proferidos nos autos do Processo nº 23001.000335/2018-51. Divulgado na portaria 609 (14/03/2019) e publicada no DOU (18/03/2019- Edição 52/Seção 1/pg 63).
Periodicidade de seleção: Anual
Área(s) de concentração: Ensino
Url do curso: https://ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC/detalhes-do-curso?id=1041

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Navegando Mestrado em Ensino, Educação Básica e Formação de Professores por Assunto "Active methodologies"

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    Gamificação e ensino de Ciências : possibilidades e desafios em uma turma de 7º ano da rede pública de Anchieta (ES)
    (Universidade Federal do Espírito Santo, 2024-08-05) Carlos, Fabiane Lima; Souza, Luceli de ; https://orcid.org/0000-0001-7121-9059; http://lattes.cnpq.br/8782112208959493; https://orcid.org/0009-0007-8740-7274; http://lattes.cnpq.br/1487705463666979; Anastácio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Ferrari, Gláucia Maria; https://orcid.org/0000-0002-0792-3436; http://lattes.cnpq.br/3303478794967123
    Thinking about new methodological approaches that enhance the teaching and learning process is a challenge for contemporary society. The advent of new technologies and the adaptation of young people to these resources have led education to undergo transformations to align with new realities. Active methodologies, such as gamification, have been gaining acceptance in the educational context by using game elements to promote engagement, motivate, and inspire interest in learning. In this perspective, the objective of the research is to investigate whether the use of gamification with digital technology as an active methodology contributes to the teaching and learning process in Science and to identify the factors that may obstruct its application. The methodology employed was a qualitative approach in the form of a case study. For data collection, semi-structured interviews, questionnaires, in loco observation, group discussions, and field diary were utilized. The participants of the research included one teacher and twenty-five 7th-grade students from a public school in the municipality of Anchieta (ES). The data were discussed based on Bardin's Content Analysis. The research results indicated that the participating teacher regularly updates her professional trajectory, is well-versed in the subject, and provides varied lessons in her teaching practice. She understands gamification as a collective game, with or without the use of technologies, offering possibilities for interdisciplinarity and, consequently, more dynamic lessons that can encourage student participation. As challenges, she highlights the lack of involvement of fellow teachers, the need to revise rules to avoid competitiveness and prioritize reasoning and knowledge in this type of approach. The students, on the other hand, use gamification across various subjects but are unfamiliar with the term. The experience provided by Kahoot brought to the classroom a way to approach scientific content differently, stimulating engagement and motivation so that everyone could participate in the process. As difficulties, they emphasized the limited time for them to answer the proposed questions, which may lead to errors during gamified activities, as well as internet connection issues, causing videos and Chromebooks to stop functioning. It was also evident that the use of gamification in the school environment requires teacher training, planning, investments in school infrastructure, technological resources, and a reformulation of the teaching hours to include gamification within the active methodologies to be employed in teaching practice, contributing to the learning process of diverse students
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    Percepção dos professores sobre metodologias ativas : reflexões sobre a profissão docente
    (Universidade Federal do Espírito Santo, 2024-10-07) Penna, Bruno Paixão; Vogel, Marcos ; https://orcid.org/0000-0003-2883-6320; http://lattes.cnpq.br/7015837545299306; Carvalho, Maria Aparecida de ; https://orcid.org/0000-0001-8717-0907; http://lattes.cnpq.br/5115292993913733; https://orcid.org/0009-0009-2595-5771; http://lattes.cnpq.br/8058967326374877; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Miranda, Camila Lima ; https://orcid.org/0000-0002-3809-2882; http://lattes.cnpq.br/2471790476802441
    This document is a report on research that aimed to investigate the perceptions of Natural Sciences teachers in the state education network of the municipality of Cachoeiro de Itapemirim/ES regarding Active Methodologies (AM). This was done through an analysis of the teachers’ narratives about lesson development using AM. The idea for the research arose in the context of the growing encouragement by the State Government’s Department of Education (Sedu) to incorporate AM into teachers’ lesson plans. This incentive is accompanied by various continuing education courses designed to prepare teachers to incorporate the “pedagogical innovations” of AM and digital technologies. How these training processes unfold and their respective effects on teachers’ performance may indicate the direction the teaching profession is heading. In this context, the following research question was developed, guiding all stages of the study: What do the perceptions of Natural Sciences teachers in the state education network in Cachoeiro de Itapemirim/ES regarding AM suggest about their training processes and professional spaces? This is a qualitative study of the Narrative type. The tools used for data collection were Narrative Interviews and Field Diaries. Four teachers were selected to participate in the interviews. The narratives were audio recorded and later transcribed, forming the corpus for analysis in the study. The technique used for data analysis was Thematic Analysis, from which three themes emerged from the narratives. The interpretation of these themes, based on the theoretical framework of the study, allowed for addressing the research question. The results indicate that teachers perceive lesson planning using AM as a challenge, given the unfavorable working conditions they face. It was also noted that the training processes related to AM exhibit a technical rationality, with little room for reflection or for valuing teachers’ experiential knowledge. Additionally, it was found that the current scenario of state public education aligns with market interests, with increased participation of private sector actors in the provision of educational services. Thus, the conclusion of the analysis suggests that the promotion of AM teaching by Sedu is more aligned with market interests and the expansion of neoliberal policies and practices, potentially accelerating the deprofessionalization of teaching