Método ativo de ensino: o estudo de caso do centro universitário AGES – Campus Paripiranga/BA
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Data
2021-09
Autores
Orientador
Oliveira, Eniz Conceição
Banca
Martins, Silvana Neumann
Herber, Jane
Leão, Marcelo Franco
Título do periódico
ISSN
Título do Volume
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Resumo
Muitos são os métodos de ensino relacionados às metodologias ativas, as quais surgem como possibilidades para uma educação inovadora e proporcionam experiências de aprendizagens mais vivas e significativas para os estudantes. O presente estudo buscou entender como o Centro Universitário AGES (UniAGES) desenvolveu o método ativo de ensino como proposta pedagógica institucional. Deste modo, o objetivo deste estudo foi analisar o método ativo de ensino desenvolvido pelo UniAGES. Nesse viés, a pesquisa configurou-se em uma abordagem qualitativa, aproximando-se dospressupostos do estudo de caso. O campo de estudo, desta pesquisa, foi o UniAGES – campus Paripiranga/BA. Como instrumento de coleta de dados um questionário foi desenvolvido em formato eletrônico, entregue via e-mail para acesso por meio de link, gerado por meio de uma ferramenta gratuita oferecida pelo Google: o Google Forms, que foi respondido pelo Diretor de Ensino, em exercício durante a fase de implementação, além de pesquisa documental. A análise dos dados produzidos e apresentados, nesta pesquisa, aproxima-se dos pressupostos da técnica da análise de conteúdo de Bardin (2016). Foram três categorias pré-estabelecidas: Aprendizagem Baseada em Problemas (ABP), Problematização e Ambas as metodologias. Como resultados,evidenciou-se que o método do UniAGES apresenta predominância de características que são comuns tanto à ABP à Problematização. Nota-se, como característica importante do método do UniAGES, a ação transformadora e seu caráter social expressa na missão da instituição, que tem grande importância no método da Problematização. Além disso, foi relatada uma série de mudanças organizacionais e de estrutura física foram realizadas com vistas a atender às necessidades do novo método ativo de ensino, sendo necessário, também, investir em formação continuada, tanto para professores e estudantes, quanto para equipe administrativa. Entende-se que, seguindo essa perspectiva de ensino problematizado, pode-se oferecer caminhos a outras instituições de ensino no processo de implantação de um método ativo de ensino.
Many are the teaching methods related to active methodologies, which arise as possibilities for an innovative education and provides more vivid and meaningful learning experiences for the students. The present study sought to understand how the AGES University Center (UniAGES) developed the active method of teaching as institutional pedagogical proposal. Thereby, the goal of this study was to analyze the active teaching method developed by UniAGES. In this bias, the research configured itself in a qualitative approach, approaching the assumptions of the case study. The study field, of this research, was the UniAGES – campus of Paripiranga/BA. As data collection tool was developed a questionnaire in electronic format, delivered via e-mail for access thru a link, generated through a free tool offered by Google: Google Forms, which was answered by Education Director, in action during the implementation phase, in addition to the documentary research. The analysis of data produced and presented, in this research, approaches the assumptions of Bardin's content analysis technique (2016). It was three categories pre-established: Problem-Based Learning (PBL), Problematization and both methodologies. As result, it was shown that the UniAGES method presents a predominance of characteristics that are as common to PBL to as Problematization. It is noticed, as important feature of UniAGES method, the transforming action and its social character expresses in the institution mission, that has great importance in the Problematization method. Besides that, it was reported that a series of organizational and physical structures changes was carried out to attend the needs of the new active teaching method, being also necessary to invest in continuing education so for the teachers and students, and also the administrative team. It is understood that, following this perspective of problematized teaching, it can be offer ways and another teaching institutions in the process of implantation of a active teaching method.
Many are the teaching methods related to active methodologies, which arise as possibilities for an innovative education and provides more vivid and meaningful learning experiences for the students. The present study sought to understand how the AGES University Center (UniAGES) developed the active method of teaching as institutional pedagogical proposal. Thereby, the goal of this study was to analyze the active teaching method developed by UniAGES. In this bias, the research configured itself in a qualitative approach, approaching the assumptions of the case study. The study field, of this research, was the UniAGES – campus of Paripiranga/BA. As data collection tool was developed a questionnaire in electronic format, delivered via e-mail for access thru a link, generated through a free tool offered by Google: Google Forms, which was answered by Education Director, in action during the implementation phase, in addition to the documentary research. The analysis of data produced and presented, in this research, approaches the assumptions of Bardin's content analysis technique (2016). It was three categories pre-established: Problem-Based Learning (PBL), Problematization and both methodologies. As result, it was shown that the UniAGES method presents a predominance of characteristics that are as common to PBL to as Problematization. It is noticed, as important feature of UniAGES method, the transforming action and its social character expresses in the institution mission, that has great importance in the Problematization method. Besides that, it was reported that a series of organizational and physical structures changes was carried out to attend the needs of the new active teaching method, being also necessary to invest in continuing education so for the teachers and students, and also the administrative team. It is understood that, following this perspective of problematized teaching, it can be offer ways and another teaching institutions in the process of implantation of a active teaching method.
Descrição
Palavras-chave
Aprendizagem Baseada em Problemas; Metodologias ativas; Método ativo de ensino; Problematização; Problem-Based Learning; Active methodologies; Active teaching method; Problematization
Citação
SANTANA, Thamires De Andrade. Método ativo de ensino: o estudo de caso do centro universitário AGES – Campus Paripiranga/BA. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 29 set. 2021. Disponível em: http://hdl.handle.net/10737/3429.