Ensino de mapa de riscos ambientais com o uso de softwares
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Data
2016-10
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
Banca
Rehfeldt, Márcia Jussara Hepp
Quartieri, Marli Teresinha
Marchi, Miriam Ines
Rempel, Claudete
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Resumo
Contextualizar a utilização de recursos tecnológicos ao fazer pedagógico pode ser uma premissa importante para o desenvolvimento de novas estratégias de ensino. Assim, este trabalho, teve como intuito analisar as implicações decorrentes do uso dos softwares Mapeador de Riscos Ambientais e LibreOffice Draw, como estratégia pedagógica, para o ensino de mapa de riscos ambientais, no curso técnico de Segurança do Trabalho. A priori foi verificado como o ensino de mapa de riscos era efetivado em turmas anteriores, e ao constatar a ausência de softwares no ensino dessa temática, foi estruturada uma estratégia de ensino baseada em problemas e colocada em prática, via intervenção pedagógica, com o uso dos softwares Mapeador de Riscos Ambientais e LibreOffice Draw. Essa intervenção foi realizada durante dois meses com a participação de 20 alunos e do professor que ministra a disciplina de Informática Aplicada no referido curso ofertado no IFPA – Campus Conceição do Araguaia. Quanto aos aspectos metodológicos, trata-se de uma pesquisa qualitativa, com procedimentos técnicos de pesquisa-ação. Os instrumentos de coleta de dados utilizados foram: entrevistas, questionários, observação participante, fotografias e filmagens. No fazer pedagógico, a docência aconteceu de forma mediadora, os discentes foram orientados a buscar autonomia nas aprendizagens e atuarem como colaboradores inclusive nos planejamentos. Os resultados apontam que no campo pedagógico os dois softwares têm especificidades que se complementam e são úteis ao ensino. O Mapeador de Riscos Ambientais é fácil de utilizar e prático, permite indicar os riscos dos setores, já vem com os grupos de riscos cadastrados, é gratuito, intuitivo, gera o mapa de riscos setorial a partir dos cadastros, bem como o relatório detalhado dos riscos por setores. Pode ser utilizado para introduzir os conteúdos acerca de mapa de riscos, pois, a forma como os grupos dos riscos são apresentados, facilita o cadastro, e consequentemente o entendimento acerca desses. Já o LibreOffice Draw, é uma ferramenta que permite concretizar ações práticas tais como: construir, formar, desenhar, representar, visualizar e confeccionar, ou seja, são verbos que expressam ações cognitivas oriundas da prática, do fazer, do experimentar, do errar, do acertar, mas também do aprender. Assim, é mais complexo e também mais completo, por isso, é uma ferramenta indicada para praticar e aprofundar os conhecimentos inerentes aos mapas de riscos. No desenvolvimento da prática pedagógica foi constatado que os alunos pouco se atrasavam, os faltosos evitavam faltar, os desmotivados se mostraram estimulados e com novos entusiasmos. Portanto, esses softwares serviram como catalisadores de motivação e autonomia. Ao final das atividades os alunos conseguiram elaborar os mapas propostos, portanto esses resultados mostram indícios de que pode ter existido aprendizagem.
Contextualize the use of technological resources to do could be a pedagogical important premise for the development of new teaching strategies. Thus, this work had as objective to analyze the implications arising from the use of the softwares Mapeador de Riscos Ambientais and LibreOffice Draw, as a pedagogical strategy, for teaching environmental risk map, in the course of work safety technician. A priori was verified as the risk map education was accomplished in previous classes, and to note the absence of software in teaching this subject, was structured a strategy of problem-based teaching and put into practice, via educational intervention with the use of Mapeador de Riscos Ambientais and LibreOffice Draw. This intervention was carried out for two months with the participation of 20 students and 1 teacher who teach the subject of applied in that course offered at IFPA-Campus Conceição do Araguaia. As to the methodological aspects, it is a qualitative research, with technical procedures of action research. The data collection instruments used were: interviews, questionnaires, participant observation, photography and filming. In the do, teaching educational happened so mediator, the students were told to seek autonomy in learning and act as collaborators in planning. The results indicate that the educational field the two softwares have specific characteristics that complement each other and are useful for teaching. The Mapeador de Riscos Ambientais is easy and practical to use, allows you to register the risks of the sectors, it comes with risk groups registered, it's free, intuitive, generates the map of sectorial risks from the registers, as well as the detailed report of the risk sectors. Can be used to introduce the contents on a map of risks, because, the way the groups of risks are presented, makes it easy to record, and therefore the understanding of these. Already the LibreOffice Draw is a tool that allows you to achieve practical actions such as building, forming, drawing, acting, show and cook, in other words, are verbs that express cognitive actions from practice, do, try, make mistakes, get it right, but also learn? Thus, it is more complex and more complete, so it is a tool suitable for practice and deepen the knowledge inherent to risk maps. In the development of pedagogical practice, it has been found that students little is slowed, the absentees avoided missing the unmotivated proved stimulated and new enthusiasms. Therefore, this software served as catalysts of motivation and autonomy. At the end of the activities all students were able to draw up the proposed maps, so these results show evidence that may have existed.
Contextualize the use of technological resources to do could be a pedagogical important premise for the development of new teaching strategies. Thus, this work had as objective to analyze the implications arising from the use of the softwares Mapeador de Riscos Ambientais and LibreOffice Draw, as a pedagogical strategy, for teaching environmental risk map, in the course of work safety technician. A priori was verified as the risk map education was accomplished in previous classes, and to note the absence of software in teaching this subject, was structured a strategy of problem-based teaching and put into practice, via educational intervention with the use of Mapeador de Riscos Ambientais and LibreOffice Draw. This intervention was carried out for two months with the participation of 20 students and 1 teacher who teach the subject of applied in that course offered at IFPA-Campus Conceição do Araguaia. As to the methodological aspects, it is a qualitative research, with technical procedures of action research. The data collection instruments used were: interviews, questionnaires, participant observation, photography and filming. In the do, teaching educational happened so mediator, the students were told to seek autonomy in learning and act as collaborators in planning. The results indicate that the educational field the two softwares have specific characteristics that complement each other and are useful for teaching. The Mapeador de Riscos Ambientais is easy and practical to use, allows you to register the risks of the sectors, it comes with risk groups registered, it's free, intuitive, generates the map of sectorial risks from the registers, as well as the detailed report of the risk sectors. Can be used to introduce the contents on a map of risks, because, the way the groups of risks are presented, makes it easy to record, and therefore the understanding of these. Already the LibreOffice Draw is a tool that allows you to achieve practical actions such as building, forming, drawing, acting, show and cook, in other words, are verbs that express cognitive actions from practice, do, try, make mistakes, get it right, but also learn? Thus, it is more complex and more complete, so it is a tool suitable for practice and deepen the knowledge inherent to risk maps. In the development of pedagogical practice, it has been found that students little is slowed, the absentees avoided missing the unmotivated proved stimulated and new enthusiasms. Therefore, this software served as catalysts of motivation and autonomy. At the end of the activities all students were able to draw up the proposed maps, so these results show evidence that may have existed.
Descrição
Palavras-chave
Segurança do Trabalho; Estratégias de ensino; Mapa de riscos; Software Mapeador de Riscos Ambientais; Software LibreOffice Draw
Citação
SILVA, Cláudio Pereira Da. Ensino de mapa de riscos ambientais com o uso de softwares. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 22 mar. 2016. Disponível em: http://hdl.handle.net/10737/1138.