Mestrado Profissional em Ensino na Educação Básica (CEPAE)
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Navegando Mestrado Profissional em Ensino na Educação Básica (CEPAE) por Assunto "Active methodologies"
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Item Metodologias ativas de aprendizagem e a formação do leitor literário nos anos finais do ensino fundamental: contribuições e desafios(Universidade Federal de Goiás, 2023-04-28) Borges, Tálita de Oliveira; Vieira, Ilma Socorro Gonçalves; http://lattes.cnpq.br/7504401268469781; Vieira, Ilma Socorro Gonçalves; Silva, Célia Sebastiana da; Melo, Keila Matilda deActive Learning Methodologies have been studied and applied in undergraduate and graduate courses. Research points out that the use of these methodologies has contributed to the engagement of Higher Education students in the proposed activities and favored the development of autonomy to carry them out. Thus, this Dissertation, developed through the Programa de Pós-Graduação em Ensino na Educação Básica (Mestrado Profissional), of the Centro de Ensino e Pesquisa Aplicada à Educação, of the Universidade Federal de Goiás (PPGEEB-Cepae-UFG), had as main objective to investigate the contributions of the use of Active Learning Methodologies in Basic Education, specifically, in the formation of readers in the Final Years of Elementary School. The guiding questions are the following: what are the contributions of Active Methodologies to the teaching of literature in the Final Years of Elementary School and what are their challenges in teaching work? The research is based on the dialogic perspective of language teaching and it is based on studies by Rojo (2012; 2013), Kleiman (2014) and Freitas (2016) about multiliteracy practices; Freire (2003, 2015) and his conception of autonomy; Paulino (2001), Kramer (2005), Candido (1995), Colomer (2017), Machado (2009), Lajolo (2004), Todorov (2019), Zilberman (1988; 1999), Vargas Llosa (2009) about the formation of the literary reader; and of Moran (2018), Alves (2015), Bergmann and Sams (2019) on Active Methodologies; between others. This is an action-research, based on a qualitative field research developed at Colégio Fundação Bradesco – Aparecida de Goiânia, in an 8th grade class. Data collection was carried out through the researcher's experience report and analysis of the of students’ productions involved in the investigation. The Educational Product of the research is a website entitled: "Protagonist literary readers: contributions and challenges of Active Methodologies for the formation of readers", to be maintained with didactic materials (texts, scripts for teachers and activities for students), with the aim of assist Portuguese language teachers and other areas of knowledge, about the use of didactic resources and the use of Active Methodologies.Item Metodologias ativas: reflexões sobre o percurso entre a tradição e a inovação(Universidade Federal de Goiás, 2023-08-18) Lima, Adriane Oliveira de; Gonçalves, Letícia de Souza; http://lattes.cnpq.br/0857546056795502; Gonçalves, Letícia de Souza; Egido, Alex Alves; Gonçalves, Glauco RobertoFaced with a scenario of changes in various social segments, the educational field also needs to adapt to the new times, since education is organized and formatted to meet the demands of society, but it is a very complex task. One of the points that require attention concerns the relationship between those involved in the teaching and learning process. The purpose of this work is to reflect on the literature and teaching practice on such methodologies. As guides, we propose the following questions: What are active methodologies? Since when and where does the search for student autonomy in education come from? Are we teachers, in fact, prepared for the proposed changes with the use of active methodologies? Active methodologies have potential, but what is the vision regarding their use in a neoliberal education? Therefore, our objective is to understand and propose reflections, from the teaching point of view, about active methodologies, the attempt to implement them in our classroom practices in basic education, in addition bringing the discussion about the neoliberal aspects that use the innovation discourse to promote these methodologies as products to be sold. As a theoretical background, we will bring some authors such as Bacich, Neto and Trevisani (2015), Mello, Neto and Petrillo (2019) with the concept and characteristics of active methodologies; Dewey (2011) and Freire (1993 and 1996) with discussions on building autonomy; Libâneo (2013) and Nunes (2008) about the position and challenge of teachers in the face of innovations; Laval (2019), Mordente (2020), Borges (2020) and Silveira (2009) with the reading of the neoliberal forces active in Brazilian Education. The educational product during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Graduate Program CEPAE / UFG is available on the website entitled: “Active methodologies: reflections” https://www.metodologiasativasreflexoes.com/, of an expository nature, it has a blog part that has posts resulting from the bibliographical survey and curation of materials on the subject, the forum with reflective questions about active methodologies and teaching practice and sharing activities in Spanish and Portuguese Language. The intention is to reach basic education teachers who share the anxieties related to the use of active methodologies, so that there is a space for conceptual clarification and an invitation to reflect on the teaching praxis, those involved and the teaching and learning process.Item Educação linguística de inglês com o uso de metodologias ativas: a construção do conhecimento a partir da leitura da obra “Wonder” de R. J. Palacio em uma escola pública(Universidade Federal de Goiás, 2024-11-18) Santos, Zinalda Aparecida dos; Cruvinel, Roberta Carvalho; Cruvinel, Roberta Carvalho; Vieira , Ilma Socorro Gonçalves; Mello, Laryssa Gabriela Almeida e SilvaThis research´s theme is English Linguistic Education and the construction of knowledge with the use of active methodologies based on reading the literary work Wonder, by R. J. Palacio in a public school. The difficulties presented by public school students in English language classes, with outdated teaching methods, support the research problem: “How the application of active methodologies in basic education can contribute to the reading of literary works, with the aim of enabling more meaningful learning in the English language?” Therefore, the main objective of the research was to: understand the concepts of active methodologies that seek to signal paths in the development of a meaningful and collaborative linguistic education for English language learners, capable of enabling the enrichment of the pedagogical process of teaching with students. Furthermore, the defense for a “more active” English language education is presented based on authors such as Kramsch (2012), Carl Rogers (1977) and Bacich and Moran (2015), as well as Vygotsky`s sociocultural theory (2007). The defense for an English linguistic education based on reading literary works is based on Bakhtin (2006) and Vieira (2019, 2020, 2022), among others. The methodology applied is suitable for participatory action research, with bibliographical research and development of an education product. The literary work worked on was Wonder, by R. J. Palacio, followed by the film Wonder (Extraordinary), from 2017, with a proposal for English linguistic education through active methodologies, more specifically the strategies: spiral learning, station rotation and use of audiovisual. And secondary: apply some strategies from active methodologies in reading and understanding the literary book Wonder, by R. J. Palacio, and develop a didactic sequence, based on the application of acquired knowledge, to inspire teachers of English as an additional language in reading classes and textual interpretation. The theoretical basic is based on the reflection proposed by authors such as Teixeira (1956, 1971), Libâneo (1990), Freire (1996), Dewey (1979) and others, on the pedagogical process in traditional teaching-learning and the need to other an education based on social transformation. The education product – whose title is “The reading of literary works based on the application of strategies and activities of active methodologies in English classes: concepts and practices” –, the result of research developed during the Professional Master`s Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, is a didactic sequence, developed and applied in a public school, in the city of Aparecida de Goiânia, in 2023, with 2nd grade high school students. The result suggests that the use of active methodologies in basic education for English linguistic education based on reading literary works proved to be fruitful in the sense that it met the students` interests in terms of the pedagogical resources used. Furthermore, valuing students` previous knowledge and experiences made the process of English language education meaningful for them. The adoption of collaboration to carry out the proposed activities enable students to overcome their fears, anxieties and insecurities and thus, be motivated to invest in knowledge of the additional language being studied and in reading a literary work.