O papel do professor com comportamento empreendedor nos processos de ensino e de aprendizagem
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Data
2022-12
Autores
Orientador
Martins, Silvana Neumann
Banca
Strohschoen, Andreia Aparecida Guimarães
Forneck, Kári Lúcia
Silva, Valdemir José Máximo Omena Da
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Resumo
O objetivo dessa investigação foi verificar como professores com comportamento empreendedor podem contribuir nos processos de ensino e de aprendizagem de alunos do ensino técnico do IFAM - campus Coari. Para isso, partiu-se da hipótese de que o IFAM - campus Coari possui professores com comportamento empreendedor, que tendem a desenvolver um ensino diferenciado, contribuindo mais fortemente na aprendizagem dos alunos. Os objetivos específicos são: detectar os professores dos cursos técnicos do IFAM que possuem comportamento empreendedor; conhecer as estratégias de ensino utilizadas por professores com comportamento empreendedor do IFAM - campus Coari em aulas presenciais e remotas e verificar a contribuição dos professores empreendedores nos processos de aprendizagem dos alunos do IFAM. A pesquisa, que seguiu uma abordagem qualitativa e que possui aproximações com o estudo de caso, foi realizada no Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM) - campus Coari. Os sujeitos foram 36 (trinta e seis) alunos do terceiro ano dos cursos técnicos integrados de nível médio em Agropecuária e em Informática para Internet, sendo 18 (dezoito) alunos de cada turma. Para a realização desta pesquisa, foi utilizado o instrumento de produção de dados denominado Grupo Focal (GF), técnica que permitiu um amplo conhecimento da temática pesquisada. Para a análise dos dados coletados, foram realizadas aproximações com a técnica de análise de conteúdo, proposta por Bardin (2016), que permitiu compreender a natureza do problema e interpretá-lo de forma mais precisa. A partir da realização dos seis grupos focais com seis alunos, percebeu-se que o papel do Professor com comportamento Empreendedor é o diferencial para a concretização das práticas eficazes que contribuem nos processos de ensino e aprendizagem dos alunos do Instituto. Como resultados, evidenciou-se que alguns dos professores dos cursos técnicos do IFAM possuem comportamento empreendedor, o que contribui para aprendizagem dos alunos.
The objective of this investigation was to verify how teachers with entrepreneurial behavior can contribute to the teaching and learning processes of technical education students at IFAM - Coari campus. For this, it was assumed that the IFAM - Coari campus has teachers with entrepreneurial behavior, who tend to develop a differentiated teaching, contributing more strongly to student learning. The specific objectives are: to detect teachers of IFAM's technical courses who have entrepreneurial behavior; to know the teaching strategies used by teachers with entrepreneurial behavior at IFAM - Coari campus in face-to-face and remote classes and to verify the contribution of entrepreneurial teachers in the learning processes of IFAM students. The research, which followed a qualitative approach and which has similarities with the case study, was carried out at the Federal Institute of Education, Science and Technology of Amazonas (IFAM) - Coari campus. The subjects were 36 (thirty-six) students of the third year of the integrated high-school technical courses in Agriculture and Internet Computing, with 18 (eighteen) students in each class. To carry out this research, the data production instrument called Focus Group (GF) was used, a technique that allowed a broad knowledge of the researched theme. For the analysis of the collected data, approximations were made with the content analysis technique, proposed by Bardin (2016), which allowed understanding the nature of the problem and interpreting it more precisely. From the realization of six focus groups with six students, it was noticed that the role of the Teacher with Entrepreneurial behavior is the differential for the implementation of effective practices that contribute to the teaching and learning processes of the students of the Institute. As a result, it was evidenced that some of the teachers of the IFAM technical courses have entrepreneurial behavior, which contributes to student learning.
The objective of this investigation was to verify how teachers with entrepreneurial behavior can contribute to the teaching and learning processes of technical education students at IFAM - Coari campus. For this, it was assumed that the IFAM - Coari campus has teachers with entrepreneurial behavior, who tend to develop a differentiated teaching, contributing more strongly to student learning. The specific objectives are: to detect teachers of IFAM's technical courses who have entrepreneurial behavior; to know the teaching strategies used by teachers with entrepreneurial behavior at IFAM - Coari campus in face-to-face and remote classes and to verify the contribution of entrepreneurial teachers in the learning processes of IFAM students. The research, which followed a qualitative approach and which has similarities with the case study, was carried out at the Federal Institute of Education, Science and Technology of Amazonas (IFAM) - Coari campus. The subjects were 36 (thirty-six) students of the third year of the integrated high-school technical courses in Agriculture and Internet Computing, with 18 (eighteen) students in each class. To carry out this research, the data production instrument called Focus Group (GF) was used, a technique that allowed a broad knowledge of the researched theme. For the analysis of the collected data, approximations were made with the content analysis technique, proposed by Bardin (2016), which allowed understanding the nature of the problem and interpreting it more precisely. From the realization of six focus groups with six students, it was noticed that the role of the Teacher with Entrepreneurial behavior is the differential for the implementation of effective practices that contribute to the teaching and learning processes of the students of the Institute. As a result, it was evidenced that some of the teachers of the IFAM technical courses have entrepreneurial behavior, which contributes to student learning.
Descrição
Palavras-chave
Professor com comportamento empreendedor; Processos de ensino e aprendizagem; Comportamento empreendedor; Entrepreneurial teacher; Teaching and learning processes; Entrepreneurial behavior
Citação
BELÉM, José Renan De Souza. O papel do professor com comportamento empreendedor nos processos de ensino e de aprendizagem. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 06 dez. 2022. Disponível em: http://hdl.handle.net/10737/3460.