scholarly journals Investigação do uso da metodologia ABP na Rede Federal brasileira no contexto do ensino técnico integrado ao ensino médio

ForScience ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e00925
Author(s):  
Rafael Vinicius Tayette da Nobrega ◽  
Cristina Alves Maertens ◽  
Cláudio Alves Pereira
Keyword(s):  
High School ◽  
Technical Education ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Limiting Factor ◽  
Pedagogical Practice ◽  
Technological Education ◽  
Self Assessment ◽  
Technical High School ◽  
High Workload

Neste trabalho investigou-se a utilização da metodologia ativa denominada Aprendizagem Baseada em Problemas (ABP) nos cursos técnicos integrados ao Ensino Médio da Rede Federal de Educação Profissional, Científica e Tecnológica (Rede Federal) brasileira. Para isso, primeiramente, realizou-se um estudo bibliométrico para identificar trabalhos relacionados ao tema, publicados nos últimos cinco anos, cujas referências subsidiaram conceitualmente a confecção do questionário sobre a metodologia ABP. Neste contexto, questões organizacionais, de infraestrutura, de formação e aceitação da metodologia ABP foram implementadas com o objetivo de mensurar o quanto essa metodologia está difundida entre as práticas pedagógicas dos docentes que atuam na Rede Federal. Posteriormente, o questionário eletrônico foi enviado às unidades desta rede para que fosse divulgado aos seus docentes. A amostra da pesquisa foi constituída por quinhentos e trinta docentes pertencentes a trinta e sete Institutos Federais, de todas as regiões do Brasil, e do Colégio Pedro II. Os resultados indicaram que, conceitualmente, a metodologia ABP é bem aceita, entretanto, ainda existe uma dificuldade em inseri-la na prática pedagógica cotidiana, embora haja o incentivo dos campi para aplicação de metodologias ativas e possibilidades de capacitação na área. Como fator limitante, observou-se que a organização curricular dos cursos técnicos integrados da Rede Federal dificulta a utilização de metodologias ativas. Por fim, observou-se que as questões cotidianas de elevada carga horária de trabalho e salas com grande quantidade de alunos impactam na redução do tempo disponível para a preparação das aulas, impedindo a evolução, mudança e autoavaliação das práticas docentes. Palavras-chave: Aprendizagem Baseada em Problemas. Ensino Técnico Integrado. Rede Federal de Educação Profissional, Científica e Tecnológica.   Investigating the use of the PBL methodology in the brazilian Federal Network in the context of technical education integrated to the high school Abstract In this work, we investigated the use of the active methodology called Problem-Based Learning (PBL) in Technical Courses Integrated to High School of the Brazilian Federal Network of Professional, Scientific, and Technological Education (Federal Network). For this, at first, a bibliometric study was carried out to identify works related to the theme in the last five years, whose references conceptually subsidized the questionnaire about the PBL methodology. In this context, organization, infrastructure, training, and acceptance of the ABP methodology were implemented aiming to measure how much this methodology is disseminated among the pedagogical practices of teachers working in the Federal Network. Subsequently, the electronic questionnaire was sent to teachers who work in the Federal Technical High School. The research sample consisted of five hundred and thirty teachers belonging to thirty-seven Federal Institutes, all over Brazil, and Colégio Pedro II. The results indicated that, conceptually, the PBL methodology is well accepted; however, there is still a difficulty in inserting it in the daily pedagogical practice, although there is an incentive from federal educational institutes for applying active methodologies and training possibilities in the area. As a limiting factor, it was observed that the curricular organization of the integrated technical courses of the Federal Network makes it challenging to use active methodologies. Finally, the daily issues of high workload and classrooms with many students impact the reduction of time available to prepare classes, preventing the evolution, change, and self-assessment of teaching practices. Keywords: Problem-Based Learning. Integrated Technical Education. Federal Network of Professional, Scientific and Technological Education.

scholarly journals THE CHEMISTRY TEACHING AND THE HIGH SCHOOL STUDENT: A CASE STUDY IN THE STATE BASIC EDUCATION OF ESTEIO CITY, BRAZIL.

2019 ◽  
Vol 16 (33) ◽  
pp. 118-129
Author(s):  
V. de A. FRANCO ◽  
E. BEDIN
Keyword(s):  
High School ◽  
Basic Education ◽  
Second Graders ◽  
Third Graders ◽  
Pedagogical Practices ◽  
Exploratory Research ◽  
Pedagogical Practice ◽  
Chemistry Teaching ◽  
Teaching Process

It is the constant object of discussion and reflection in the academic environment the students' difficulties in understanding the contents and concepts of the chemistry discipline in basic education and the pedagogical practice itself develop in a contextualized way. Considering this premise, this study aimed to investigate and understand the factors that hinder the teaching process of Chemistry in the 2nd and 3rd years of high school of a state public school in Esteio / RS, emphasize the methodology adopted by the teacher the active participation of students in the classroom and their relation with chemistry teaching. For this exploratory research, a qualitative and quantitative field study was conducted through on-site observation of 15 hours/class and subsequent application of a questionnaire to students. The data, interpreted and reflected based on the observation and authors of the area, were exposed through percentage charts, considering the total of respondents (15 students in the second graders and 8 students in the third graders in high school). At the end, the results of the analysis of the answers given by the students reveal aspects that indicate that there is a great nonconformity in the teaching process of this subject and an inconsistency in the pedagogical saying and doing, corroborating the current educational system, which is not consistent with an expressive learning in chemistry teaching, deserving a deep reflection. Therefore, the new teaching methodologies, as well as philosophical and epistemological theories, emerged in recent decades, still failed to bring about changes in the old pedagogical practices.

scholarly journals Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development

2020 ◽  
Vol 12 (4) ◽  
pp. 1292 ◽  
Author(s):  
Maurisete Fernando Ferreira ◽  
Marcos Aurélio Vasconcelos Freitas ◽  
Neilton Fidelis da Silva ◽  
Antonia Francimar da Silva ◽  
Luciana Rocha Leal da Paz
Keyword(s):  
Renewable Energy ◽  
Teacher Perceptions ◽  
Teacher Knowledge ◽  
Renewable Energy Sources ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Technological Education ◽  
Solar Systems ◽  
Knowledge And Attitudes ◽  
Federal Institute

Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the diffusion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education Science and Technology, with 2.2 photovoltaic MWp distributed throughout its 21 campuses. This study investigated teacher knowledge and attitudes towards renewable energy sources in their school practice, as a way of understanding these issues and presenting propositions that will strengthen their role in daily school life. Teachers are aware of the importance of these sources, but their knowledge does not form links with their practice. Thus, the necessary connections to promote sustainability from the existence of institutional photovoltaic systems were proven insufficient. They did not support the concept, nor the adoption of pedagogical practices linked to this technology. In addition, teacher inability to bring knowledge related to renewable energies to the classroom and link them to daily student lives was also noted. The adoption of renewable energy to promote a sustainability culture demands the formation of teacher knowledge and attitudes, and this training must follow a continuous path.

Reorganização Curricular da Escola Estadual Heronides Araújo: Articulação Entre o Ensino Médio e a Educação Profissionalizante

2018 ◽  
Vol 19 (2) ◽  
pp. 160
Author(s):  
Laura Isabel Marques Vasconcelos de Almeida ◽  
Camila Rodrigues Viana Ferreira ◽  
Marta Maria Gama
Keyword(s):  
High School ◽  
Vocational Education ◽  
Vocational Training ◽  
Methodological Approach ◽  
Field Research ◽  
High School Education ◽  
Pedagogical Practices ◽  
State School ◽  
Technological Education ◽  
Training Policy

Este artigo tem como objetivo analisar a articulação das práticas pedagógicas decorrentes da Matriz Curricular Nacional para o Ensino Médio da Escola Estadual Heronides Araújo e sua articulação com o Centro de Educação Profissional e Tecnológica – CEPROTEC. O embasamento dessa articulação é a Lei de Diretrizes e Bases da Educação (LDB) nº. 9394/96 e as Diretrizes Curriculares Nacionais do Ensino Médio, desenvolvido por meio da pesquisa de campo, com abordagem metodológica qualitativa. O estudo aponta que apesar da possibilidade de integração entre a formação básica do estudante e a formação profissionalizante, a política de educação profissional ainda processa-se mediante programas focais e contingentes numa travessia marcada por intensos conflitos e no terreno da contradição.Palavras-chave: Educação Profissionalizante. Ensino Médio. Práticas Pedagógicas. Escola Estadual Heronides Araújo.AbstractThis article aims to analyze the articulation of pedagogical practices arising out of the National Curricular Matrix for High school of Heronides Araújo State School and its articulation with the Center of Vocational and Technological Education - CEPROTEC. The basis of this articulation  is the Education Guidelines and Bases Law  (LDB) number 9394/96 and the National Curricular Guidelines of the High School education, developed by means of field research, with a qualitative methodological approach. The study points out that despite the possibility of integration between the student’s basic formation and the vocational training policy, vocational education is still processed through focal and uncertain programs in a journey marked by intense conflict and on the ground of contradiction.Keywords: Vocational Education. High School. Pedagogical Practices. Heronides Araújo State School.

scholarly journals INVESTIGATION OF THE PEDAGOGICAL PRACTICES LITERATURE TEACHERS USE FOR TEACHING MODERN GREEK LANGUAGE IN SENIOR HIGH SCHOOL: A SOCIOLOGICAL APPROACH

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Anna Asimaki ◽  
Nikolitsa Berdeni ◽  
Gerasimos Koustourakis ◽  
Archontoula Lagiou
Keyword(s):  
High School ◽  
Secondary Education ◽  
Structured Interview ◽  
Senior High School ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Greek Language ◽  
School Knowledge ◽  
Sociological Approach ◽  
Modern Greek

<p>The aim of this paper, which makes use of Basil Bernstein’s theoretical framework, is to take a sociological approach to the pedagogical practices that are implemented by literature teachers for teaching Modern Greek Language in the first year of Senior High School, which is a transitional year in the second tier of Greek secondary education. We also aim to investigate the corrective ‘strategies’ that these teachers adopt in order to contribute to their pupils’ successful acquisition of school knowledge related to the Language lesson. The research was carried out using the tools of structured observation and semi-structured interview with a sample of 14 literature teachers, who were working in Greek secondary education. The most significant research findings revealed that the pedagogical practices that were implemented by the teachers in the sample are linked to the implementation of explicit regulative and instructional rules that originate in a visible pedagogical practice. What’s more, ‘corrective’ strategies were implemented with the pupils who weren’t able to satisfy the sequencing and pacing rules of the transmitted knowledge. It also emerged that an important site for the completion of the acquisition of transmitted school knowledge is related to the field of ‘shadow’ education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" /></p>

scholarly journals Analysis Evaluating the Results from the Research of Textbooks’ Didactic Efficiency in Technical Education

2013 ◽  
Vol 3 (1) ◽  
pp. 60-72 ◽  
Author(s):  
Ján Bajtoš ◽  
Iveta Kmecová
Keyword(s):  
High School ◽  
Technical Education ◽  
Educational Process ◽  
Education Quality ◽  
Level Of Education ◽  
Technical High School ◽  
Developing Society ◽  
Main Factor

Abstract At present we consider education to be one of the most important permanent priorities which greatly influences the prosperity of all countries. Education should enable students to integrate into the dynamically developing society. In this regard, education is the main factor of social prosperity. Therefore, each school is responsible for the level of education they provide (Bajtoš, Orosová 2011). In our contribution, we present some selected results of the investigation focused on the observation of the didactic efficiency of the textbooks in technical education. We bring in some partial valuation results of the education quality of Economics at the Technical High School in Hlohovec. Further, we bring in the results from the didactic test achieved by a group of students. We compared the results of the students from the “standard“ class and the “experimental“ class. In the end, we outline the need of upgrading the efficiency of the educational process.

scholarly journals LIMITES E POSSIBILIDADES DA INTEGRAÇÃO CURRICULAR NO INSTITUTO FEDERAL CATARINENSE: REFLEXÕES A PARTIR DA FORMAÇÃO CONTINUADA DE PROFESSORES

2020 ◽  
Vol 17 (1) ◽  
pp. 145-157
Author(s):  
Filomena Lucia Gossler Rodrigues da Silva ◽  
Andressa Graziele Brandt ◽  
Tamiris Possamai
Keyword(s):  
High School ◽  
Continuing Education ◽  
Methodological Approach ◽  
Pedagogical Practices ◽  
Qualitative Character ◽  
Technological Education ◽  
Curricular Integration ◽  
Concrete Material ◽  
Integral Education ◽  
Material Conditions

In this work, we systematize some of the reflections carried out based on continuing education with teachers of Basic Technical and Technological Education at the Instituto Federal Catarinense(IFC) -Campus Camboriú, Brazil, about the limits and possibilities of curricular integration in Integrated High School courses. The methodological approach, of qualitative character, was based on literature review, document analysis and participant research along with the teachers from the IFC. Among the results, we identified that teachers understand that the concept of curricular integration requires both restructuring the pedagogical projects of the courses and, consequently, the curricula, as well as rethinking the pedagogical practices so that they contemplate the interdisciplinarity that the reality requires. Among the limits and possibilities for the viability of the integrated curriculum, there are aspects of administrative and pedagogical order that reveal wide knowledge of the institution by the teachers and,also, recognition of the existence of concrete material conditions for the materialization of the integral education of the students present in the concept of Integrated High School, including continuing education.

scholarly journals Educação e tecnologias digitais: uma vivência pedagógica na formação de professores

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Maria Elisabete Bersch ◽  
Eliane Schlemmer
Keyword(s):  
Knowledge Construction ◽  
Digital Technologies ◽  
Hybrid Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
Self Assessment ◽  
Historical Relation ◽  
Teachers Training

Resumo: Este artigo apresenta o desenvolvimento e os resultados de um estudo investigativo realizado no contexto da formação de professores em nível superior. Foi desenvolvido junto a uma disciplina de um curso de Pedagogia, tendo como questão norteadora compreender as contribuições das tecnologias digitais para a constituição de espaços de aprendizagem híbridos, pela ressignificação de práticas pedagógicas na formação de professores. O estudo caracteriza-se como pesquisa-intervenção, seguindo princípios da Cartografia. Durante o processo, alguns elementos da gamificação, aliados ao conceito de educação móvel e ao uso de QRCodes, possibilitaram a emergência de uma prática pedagógica diferenciada, mobilizando os sujeitos a assumir uma nova atitude perante a aprendizagem. Os dados foram construídos pelos participantes em suas produções acadêmicas, nas interações ocorridas no ambiente virtual de aprendizagem e no grupo de facebook da turma, e por autoavaliação. Como resultados, podem ser destacados: a) a ampliação conceitual referente ao conceito de tecnologia; b) a percepção do conceito de tecnologia em sua relação histórica com as sociedades; c) o envolvimento e engajamento dos estudantes com a atividade; d) o reconhecimento dos espaços sociais como potencializadores de construção de conhecimento; e) o reconhecimento da relevância das tecnologias digitais na constituição de novas práticas pedagógicas, contextualizadas na cibercultura.Palavras-chave: Educação. Práticas pedagógicas. Gamificação. EDUCATION AND DIGITAL TECHNOLOGIES: A PEDAGOGICAL EXPERIENCE IN TEACHERS TRAININGAbstract: This article presents the development and results of an investigative study carried out in the context of higher education teacher training. It was developed in partnership with a course of the Pedagogy Program, and its main goal was to understand the contributions of digital technologies for the constitution of hybrid learning spaces, through the resignification of pedagogical practices in teachers training. The study is an intervention research, and follows principles of Cartography. Throughout the process, some elements of gamification, together with the concept of mobile learning and the use of QRCodes, allowed the emergence of a different pedagogical practice, mobilizing the subjects to take a new attitude towards learning. The database was built by the participants in their academic productions, interactions at virtual learning environment, class Facebook group, and through self-assessment. The main results of the study are: a) broadening of the technology concept; b) perception of the technology concept in its historical relation with societies; c) involvement and engagement of students with the activity; d) recognition of social spaces as potentiators of knowledge construction; e) recognition of the relevance of digital technologies in the constitution of new pedagogical practices, in the context of cyberculture.Keywords: Education. Pedagogical practices. Gamification.

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