scholarly journals EXTENSÃO UNIVERSITÁRIA E ATIVIDADE CURRICULAR EM COMUNIDADE E EM SOCIEDADE NA UNIVERSIDADE FEDERAL DA BAHIA

2016 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Renata Meira Véras ◽  
Gezilda Borges Souza
Keyword(s):  
Historical Context ◽  
Component Part ◽  
Extension Programs ◽  
Palabras Clave ◽  
The Social ◽  
Education College ◽  
Teaching Learning ◽  
The University ◽  
Extension Program ◽  
Effective Integration

Resumo: Esse artigo se propõe a apresentar e discutir o programa de extensão universitária denominado Ação Curricular em Comunidade e em Sociedade (ACCS) desenvolvido na Universidade Federal da Bahia (UFBA). Para tanto, o presente artigo encontra-se dividido em três partes, a saber: introdução a definições conceituais acerca do termo extensão universitária; os percursos históricos da extensão universitária no Brasil e, por último, uma apresentação do que vem sendo desenvolvido de modo inovador na UFBA - as ACCS. A ACCS é um programa permanente de integração efetiva entre ensino/pesquisa e sociedade, integralizada como componente curricular, modalidade disciplina, dos cursos de graduação e pós-graduação. As propostas de ACCS vêm sendo ofertadas em número crescente, ampliando a quantidade de alunos envolvidos. Esta atividade representa uma estratégia que confirma o compromisso com os problemas sociais em nosso contexto sócio-histórico, fortalecendo o processo ensino-aprendizagem com intervenções e interações em diversos setores da sociedade. Palavras-chave: Ensino Superior, Currículo Universitário, Extensão Universitária, Cidadania, Participação.         University Extension and the Curricular Activity in Community and Society at Universidade Federal da Bahia Abstract: This paper aims at presenting and discussing the university extension program ‘Ação Curricular em Comunidade e em Sociedade’ (Curriculum in Action in Community and Society - ACCS) put into practice at the Universidade Federal da Bahia (UFBA). This article is divided into three parts: the first part will present the conceptual definitions of the term university extension; the second part will provide a historical overview of university extension programs in Brazil and, finally, the third part will present the innovative actions that have been developed at UFBA - the ACCS. The ACCS is an ongoing program of effective integration between education/research and society. The program is a curricular component part of the undergraduate and graduate programs. The disciplines that have been offered by the ACCS Program have presented increasing numbers of attendance and continue to expand the amount of students involved. This activity represents a strategy that confirms the commitment to the social problems in our socio-historical context, strengthening the teaching-learning process with interventions and interactions in various sectors of society. Key-words: Higher Education, College Syllabus, University Extension, Citizenship, Participation.   Extensión Universitaria y Actividad Curricular en la Comunidad y Sociedad en la Universidad Federal de Bahia Resumen: Este artículo tiene como objetivo presentar y discutir el programa de extensión universitaria llamado ‘Ação Curricular em Comunidade e em Sociedade’ (Plan de estudios en Acción en la Comunidad y Sociedad - ACCS) desarrollado en la Universidade Federal da Bahia (UFBA), región nordeste de Brasil. Para ello, este artículo se divide en tres partes, a saber: presentación de las definiciones conceptuales de la extensión universitaria; el recorrido histórico de la extensión universitaria en Brasil y, por último, una presentación de lo que se ha desarrollado de manera innovadora en la UFBA - las ACCS. ACCS se trata de un programa permanente de integración efectiva entre enseñanza/investigación y la sociedad. Es una asignatura, en el formato de disciplina, aplicada en programas de grado y posgrado. Las propuestas de disciplinas en el programa ACCS se han ofrecido en número creciente, con la ampliación de la cantidad de estudiantes que participan. Esta actividad representa una estrategia que confirma el compromiso con los problemas sociales en nuestro contexto histórico-social,  fortaleciendo el proceso de enseñanza-aprendizaje, con intervenciones e interacciones en diversos sectores de la sociedad. Palabras-clave: Universidad, Plan de Estudios, Extensión Universitaria, Ciudadanía, Participación.  

scholarly journals ESCREVENDO OS CAMINHOS DA EXTENSÃO UNIVERSITÁRIA NA UNILA

2015 ◽  
Vol 6 (2) ◽  
pp. 77-85
Author(s):  
Noemi Ferreira Felisberto Pereira ◽  
Angela Maria De Souza
Keyword(s):  
Key Words ◽  
Policy Integration ◽  
Extension Programs ◽  
Consolidation Process ◽  
Social Actors ◽  
Palabras Clave ◽  
The University ◽  
Archival Work ◽  
Extension Program

Esse artigo possui como objetivo principal analisar o processo de consolidação da Extensão na UNILA - Universidade Federal da Integração Latino- Americana. A proposta do artigo consiste em compreender e analisar os instrumentos elaborados durante o processo de construção de documentos estruturantes da Extensão da UNILA, bem como as orientações e diretrizes que balizaram seu surgimento, no sentido de apresentar a concepção de extensão adotada, bem como os caminhos percorridos quando de sua construção. Neste sentido, através de levantamento documental, pesquisa bibliográfica e da participação cotidiana no trabalho extensionista, fez-se um levantamento das estratégias, procedimentos e dos princípios que possibilitaram a elaboração destes documentos que criam as diretrizes para as Ações de Extensão da UNILA. Conclui-se que a Política de Extensão Universitária da UNILA, bem como outros documentos relacionados, foram construídos a partir de discussões de atores sociais ativos e corresponsáveis pelo conteúdo e resultados auferidos pela extensão universitária. Evidenciou-se, ainda, que isso repercutiu no avanço qualitativo e, consequentemente, quantitativo, das ações extensionistas no período de 2010-2015. Palavras-chave: Extensão Universitária, Política de Extensão, Integração.   Writing the Paths of the University Extension Program at UNILA Abstract: This paper has as main objective to analyze the consolidation process of the university extension program at UNILA - Universidade Federal da Integração Latino-Americana. The purpose was to analyze and to understand the tools developed during the process of structuring documents of the UNILA’s University Extension programs, and the guidelines and directives that guided its emergence, as well as to present the design adopted and the paths followed during its conception. In this sense, by means of archival work, literature and daily participation in extension activities, a survey was carried out to assess the strategies, procedures and principles that made possible the design of these documents and create the guidelines for extension projects at UNILA. It has been concluded that the University Extension Policy at UNILA, as well as other related documents, was conceived from discussions of active and co-responsible social actors for the content, and the results obtained by the university extension Furthermore, it was also evident that these measures reflected in the qualitative, and therefore, quantitative improvement of the extension actions in the 2010-2015 period. Key-words: University Extension, Extension Policy, Integration. Escribiendo los Caminos de la Extensión Universitaria en UNILA   Resumen: Este trabajo tiene como objetivo principal analizar el proceso de consolidación de la extensión en UNILA - Universidade Federal da Integração Latino-americana. La propuesta del artículo consiste en comprender y analizar las herramientas desarrolladas durante el proceso de construcción de los documentos estructurantes de Extensión Universitaria de UNILA, y las directrices y directivas que guiaron su emergencia, con el fin de presentar el diseño y los caminos seguidos durante su construcción. En este sentido, a través de una encuesta documental, de investigación bibliográfica y de la participación diaria en el trabajo de extensión, se ha hecho un estudio de las estrategias, de los procedimientos y de los principios que hicieron posible la preparación de estos documentos que crearon las directrices para las acciones de extensión de UNILA. Se ha concluido que la Política de Extensión Universitaria de UNILA, así como otros documentos relacionados, fueron construidos a partir de las discusiones de los actores sociales activos y corresponsables por el contenido y los resultados obtenidos por la extensión universitaria. Fue evidente también que esto se reflejó en la mejora cualitativa y por lo tanto cuantitativa de las acciones de extensión universitaria en el período 2010-2015. Palabras-clave: Extensión Universitaria, Política de Extensión, Integración.

scholarly journals Desarrollo de la habilidad interpretar problemas químicos con cálculo

2016 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Marianela Parra Aguilera ◽  
Michel Enrique Gamboa Graus ◽  
Juana López Toranzo ◽  
Regla Ywalkis Borrero Springer
Keyword(s):  
Heuristic Solution ◽  
Teaching Procedure ◽  
Palabras Clave ◽  
Bachelor Of Education ◽  
Chemical Content ◽  
Mathematical Calculation ◽  
Teaching Learning ◽  
The University ◽  
Contextual Reality

Se presenta la contextualización de la habilidad para interpretar la resolución de los problemas químicos con cálculo matemático. En tal sentido se planteó como objetivo principal proponer un procedimiento didáctico en función de contribuir al desarrollo tal habilidad en la especialidad Biología-Química de la Universidad de Las Tunas. El mismo se caracterizó por establecer relaciones entre los diferentes tipos de cálculos y los procedimientos heurísticos de solución, desde la aplicación de reglas, estrategias y principios. Se integró la realidad contextual de manera que se incrementó el protagonismo de los estudiantes en la asimilación del contenido químico por estudiar. Mediante la implementación del mismo se demostró su factibilidad y eficacia, a partir del incremento de la calidad en los análisis, mostrándose mayores niveles de independencia en los razonamientos al comparar, valorar, y generalizar las relaciones que se establecieron para aplicar la teoría química en la resolución de problemas con cálculo matemático. Palabras clave: Procedimiento, habilidades, problemas químicos, cálculo Abstract: It is introduced the contextualization of the skill to interpret from solving chemical problems with mathematical calculation. The main objective was intended to propose a teaching procedure in order to the development of such skill in the students from the career Bachelor of Education majoring in Biology-Chemistry at the University of Las Tunas. The procedure is characterized by establishing relationships between different types of calculations and heuristic solution procedures, from the application of principles, rules and strategies. The contextual reality is integrated so that the role of students in the assimilation of chemical content is increased. By implementing the procedure feasibility and effectiveness is found during the teaching-learning process, starting from the increment of the quality in the analyses, with higher levels of independence in reasoning when comparing, assessing and generalizing the relationships to apply the chemical theory in the resolution of problems with mathematical calculation.  Key words: Procedure, chemical problems, mathematical calculations.

scholarly journals MODELO METODOLÓGICO DE VISITAS A CLASES HACIA LA MATERIALIZACIÓN DE INTEGRACIÓN DE CONTENIDOS

2018 ◽  
Vol 3 (3) ◽  
pp. 55
Author(s):  
Pedro Manuel Gómez Ávila ◽  
Adis Nilda Cutiño Ocaña ◽  
José Antonio Leyva Regalón
Keyword(s):  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
Computer Engineering ◽  
Content Integration ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The University ◽  
Academic Content

Es un reto de los educadores del colectivo docente de primer año de la carrera de Ingeniería Informática de la Universidad de Granma perfeccionar el proceso docente-educativo, a partir de que se revelan insuficientes nexos y relaciones entre las disciplinas y asignaturas del currículo de primer año, que hace que no se aprovechen adecuadamente los conocimientos previos para potenciar nuevos conocimientos de forma integrada. Por tanto, esta investigación tiene como fin elaborar un modelo metodológico de visitas a clases hacia la materialización de integración de contenidos en el proceso formativo. Es un modelo, quefacilita el problema de la integración de los contenidos académicos y proporciona una mejor contribución a la contextualización del contenido y a la calidad de los resultados en el proceso de enseñanza aprendizaje. PALABRAS CLAVE: Proceso formativo; integración de contenidos; proceso interdisciplinar; contextualización de contenidos. METHODOLOGICAL MODEL OF VISITS TO CLASSES TO THE MATERIALIZATION OF INTEGRATION OF CONTENTS ABSTRACT It is a challenge for educators teaching staff first year of the Computer Engineering degree from the University of Granma improve the educational process, from that insufficient linkages and relationships between disciplines and subjects in the curriculum of the year are revealed, which makes no prior knowledge properly exploit new knowledge to enhance an integrated manner. Therefore, this research aims to develop a methodological model of class visits towards the materialization of content integration in the training process. It is a model that facilitates the problem of the integration of academic content and provides a better contribution to the contextualization of the content and the quality of the results in the teaching-learning process. KEYWORDS: Formative process; contents integration; interdisciplinary process; contents contextualization.

scholarly journals THE STUDY OF SELF-DETERMINED MOTIVATION OF STUDENTS IN THE CONTEXT OF DISTANCE LEARNING ACTIVITIES

2021 ◽  
Vol 31 (2) ◽  
pp. 226-238
Author(s):  
N.A. Khlybova ◽  
I.V. Tomicheva ◽  
I.V. Girenko
Keyword(s):  
Social Network ◽  
Distance Learning ◽  
Large Scale ◽  
Motivational Aspect ◽  
The Social ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University ◽  
Effective Integration

The article examines the self-determined motivation of students studying at the V.I. Vernadsky Crimean Federal University (Simferopol) in the context of pedagogical activity using the social network VKONTAKTE as a platform for educational interaction and distance knowledge formation. The paper uses the theory of self-determination of Deci and Ryan, which provides an appropriate basis for assessing self-determined motivation in a targeted audience in the context of distance learning based on ICT. The results show that students are motivated to use the pages of the social network VKONTAKTE for educational purposes, which allows them to gain new knowledge and satisfaction from improving their own level of education. Taking into account the motivational aspect of the use of the social network in the university pedagogy of online distance learning, it can be concluded that it has a significant potential for large-scale and effective integration of ICT in higher education.

scholarly journals GAMIFICACIÓN: ESTRATEGIA DIDÁCTICA MOTIVADORA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL PRIMER GRADO DE EDUCACIÓN BÁSICA

2020 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Carola Katherine Aguilera Meza ◽  
Carlina Patricia Santos Loor ◽  
Bernardita Agustina Pinargote Párraga ◽  
José Ricardo Erazo Delgado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
First Grade ◽  
Curriculum Planning ◽  
Palabras Clave ◽  
The Social ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nativos Digitales

En la actualidad las tecnologías han ganado terreno en el ámbito social, familiar, profesional, y pedagógico.  Por su importancia y aporte en el desarrollo de las ciencias, se hace imprescindible el planteamiento de estrategias que involucren el uso de las tecnologías, que estén a la vanguardia de las exigencias que la educación y los estudiantes de hoy, conocidos como nativos digitales lo requieren, sin embargo estos recursos no se aplican adecuadamente en los salones de clases.  El objetivo de este estudio fue diseñar una experiencia de motivación gamificada en el proceso de enseñanza-aprendizaje, a través de una propuesta de innovación puesta en marcha con una muestra de veinticinco niños y niñas del primer grado, mediante la aplicación de recursos tecnológicos como tablet, laptop, proyector e internet; aplicaciones móviles “Class Dojo” y “Series Lógicas de Lucas” para trabajar el ámbito lógico matemático, realizadas en tres sesiones de clases (inicio, desarrollo y aplicación).   La metodología estuvo basada en un paradigma cualitativo, que abordó categorías como: gamificación y sus elementos, evaluación gamificada y procesos motivacionales; apoyado en técnicas de observación y entrevista.  Una vez ejecutadas las sesiones, se evaluaron a los estudiantes con una rúbrica diseñada para este propósito. Los resultados alcanzados demostraron que el 84% de los niños lograron cumplir con los objetivos propuestos en las tareas realizadas, desarrollaron destrezas lógicas matemáticas mediante la resolución de problemas.  Esta investigación permite incentivar al docente, incorporar herramientas tecnológicas dentro de la planificación curricular, ya que los estudiantes viven inmersos en una sociedad digital. PALABRAS CLAVE: Gamificación; tecnologías de la información y comunicación; creatividad; motivación; enseñanza-aprendizaje. GAMIFICATION AS A DIDACTIC STRATEGY IN THE TEACHING OF FIRST GRADE STUDENTS IN BASIC EDUCATION ABSTRACT Currently, technologies have gained ground in the social, family, professional, and pedagogical fields. Because of its importance and contribution in the development of science, it is essential to consider strategies that involve the use of technologies, which are at the forefront of the demands that education and students today, known as digital natives require, however, these resources are not properly applied in classrooms. The objective of this study was to design a gamified motivation experience in the teaching-learning process, through an innovation proposal launched with a sample of twenty-five first-grade children, through the application of technological resources such as tablets, laptop, projector and internet; “Class Dojo” and “Lucas Logic Series” mobile applications to work the mathematical logical field, carried out in three class sessions (start, development and application). The methodology was based on a qualitative paradigm, which addressed categories such as: gamification and its elements, gamified evaluation and motivational processes; supported by observation and interview techniques. Once the sessions were executed, students were evaluated with a rubric designed for this purpose. The results achieved showed that 84% of the children were able to meet the objectives proposed in the tasks performed, developed mathematical logical skills through problem solving. This research allows the teacher to be encouraged to incorporate technological tools into curriculum planning, since students live immersed in a digital society. KEYWORDS: Gamification; information and communication technologies; creativity; motivation; teaching-learning.

scholarly journals La utilización de la radio como herramienta de aprendizaje: impacto de la materia radial desarrollo y habilidades del pensamiento en los estudiantes de nivelación de la UTM

2018 ◽  
Vol 3 (3) ◽  
pp. 19
Author(s):  
Maritza Guadalupe Párraga Cano ◽  
Ángela Monserrate Franco Segovia ◽  
Jessica Paola Navarrete Arteaga
Keyword(s):  
Social Interest ◽  
University Student ◽  
Palabras Clave ◽  
The Social ◽  
Commercial Radio ◽  
On Line ◽  
Technical University ◽  
Education Culture ◽  
The University ◽  
University Community

  El perfil de la radio universitaria se define en gran parte a raíz de los contenidos de la programación, que constituye el espíritu de cada una de estas emisoras. La radio universitaria es opuesta a los contenidos de la radio comercial, porque tiene objetivos muy diferentes. Su propósito está relacionado con la educación, la cultura, la ciencia, la tecnología y el interés social. En este contexto, la Universidad Técnica de Manabí cuenta con una radio modalidad on line, que transmite una programación variada con contenidos académicos orientada a la comunidad universitaria. Por este medio los estudiantes de Nivelación cursan materias como Desarrollo y Habilidades del Pensamiento. En este texto se indaga en la forma en que por medio de la radia universitaria se fortalecen conocimientos propios de esta asignatura y los resultados que se obtienen con los estudiantes que empiezan sus estudios superiores.   Palabras clave: radio universitaria; educación; cultura, ciencia; pensamiento.   Abstract The profile of the university radio is defined largely immediately after the contents of the programming, which constitutes the spirit of each one of these issuers. The university radio is opposite to the contents of the commercial radio, because it has very different aims. His intention is related to the education, the culture, the science, the technology and the social interest. In this context, Manabí's Technical University possesses a radio on-line modality, which transmits a programming changed with academic contents orientated to the university community. For this way the students of Leveling deal matters as Development and Skills of the Thought. In this text it is investigated in the form in which by means of her university student removes there fortify own knowledge of this subject and the results that are obtained by the students who begin his top studies.   Keywords: University radio; education; culture, science; thought.

scholarly journals Relating human physiology content to COVID-19: a strategy to keep students in touch with physiology in times of social distance due to pandemic

2021 ◽  
Vol 45 (1) ◽  
pp. 129-133
Author(s):  
Niege Alves ◽  
Guilherme Salgado Carrazoni ◽  
Caroline Bitencourt Soares ◽  
Ana Carolina de Souza da Rosa ◽  
Náthaly Marks Soares ◽  
...  
Keyword(s):  
Human Physiology ◽  
Scientific Content ◽  
Online Platforms ◽  
Online Tools ◽  
The Social ◽  
Web Course ◽  
Current Events ◽  
Health Sciences Students ◽  
Teaching Learning ◽  
The University

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.

scholarly journals Pedagogia social e o conceito de inacabamento em Paulo Freire (p.63-78)

2018 ◽  
pp. 63-78
Author(s):  
Claudio Domingos Fernandes ◽  
Marco Aurélio Pinheiro Maida
Keyword(s):  
Industrial Revolution ◽  
Community Education ◽  
Popular Education ◽  
Paulo Freire ◽  
Sao Paulo ◽  
São Paulo ◽  
Social Pedagogy ◽  
Palabras Clave ◽  
The Social ◽  
The University

Resumo A pedagogia social é uma pedagogia voltada para a libertação da pessoa concre ta, inserida na história. Privilegia a valonzação da comunicação e do diálogo, a confiança na capacidade do ser humano em refazer-se e refazer a história. Nessa perspectiva, a influência de Paulo Freire no âmbito da educação popular, social e comunitária é reconhecida em todo o mundo e está presente nas políticas públicas de cultura e de saúde, por meio de planos nacionais instituídos em todo o territÓrio nacional, mas, curiosamente, não na educação, seu campo de ação e reflexão, no qual a incorporação de seu vasto cabedal ainda é resultante de experiências pontuais e isoladas. De sua relação com a pedagogia popular, Roberto da Silva, professor da Universidade de São Paulo, lembra que, no Brasil, pedagogia social e educação popular não apenas se confundem, mas têm, em Paulo Freire, um de seus pioneiros, ainda que ele não tenha escrito sobre o tema. No presente artigo, pretende-se aproximar o conceito de pedagogia social, desde o horizonte em que ela nasce em meio a revolução industrial alemã, ao conceito de inacabamento, proposto por Paulo Freire e que converge para a valorização e a defesa da pessoa contra toda forma de opressão, autoritarismo ou alienação. Palavras-chave: Pedagogia social. Educação popular. Diálogo. Social pedagogy and the concept of incompleteness in Paulo Freire Abstract The Social Pedagogy is a pedagogy focused on the liberation of the concrete person, inserted in history; privileges the value of communication and dialogue; confidence in the human being's ability to redo him/herself and redo history. In this perspective, the influence of Paulo Freire in the field of Popular, Social and Community Education is recognized throughout the world, being present in the public policies of Culture and Health, through national plans es tablished all over the national territory. Curiously, such influence is not present in Education, Freire's field of action and reflection, in which the incorporation of his vast knowledge is still the result of specific and isolated experiences. Roberto da Silva, Professor at the University of São Paulo, points out that in Brazil, "Social Pedagogy and Popular Education are not only interlinked, but Paulo Freire IS one of his pioneers, although Paulo Freire did not write about the subject." In the present article, we intend to approach the concept of Social Pedagogy, from the horizon in which it arlses during the German industrial revolution, to the concept of 'inacabamento', proposed by Paulo Freire and that converges for the valorization and the defense of the person against all forms of oppression, authoritarianism or alienation. Keywords: Social pedagogy. Popular education. Dialog Pedagogía social y el concepto de inacabamiento en Paulo Freire Resumen La Pedagogía Social es una pedagogía orientada hacia la liberación de la persona concreta, Inserta en Ia historia; privilegia Ia valorizaciÓn de Ia comunicaciÓn y del diálogo; la confianza en la capacidad del ser humano en rehacer y rehacer la historia. En esta perspectiva, la influencia de Paulo Frelre en el ámbito de la Educación Popular, Social y Comunitaria es reconocida en todo el mundo, y está presente en las políticas públicas de Cultura y de Salud, a través de planes nacionales instituidos en todo el territorio nacional, curiosamente, no en Ia Educación, su campo de acciÓn y reflexiÓn, donde la incorporac1Ón de su vasto cabellón Sigue siendo resultado de experiencias puntuales y aisladas. De su relaciÓn con la Pedagogía popular, Roberto da Silva, profesor de la Universidad de São Paulo, recuerda que, en Brasil, ' 'Pedagogia Social y Educación Popular no Sólo se confunden, perotiene en Paulo Freire uno de sus pioneros," aunque Paulo Freire no haya escrlto sobre el tema. "En el presente artículo, pretendemos aproximar el concepto de Pedagogía Social, desde el horizonte en que nace en medio de la revoluciÓn industrial alemana, al concepto de inacabamiento propuesto por Paulo Freire y que converge para la valorizaciÓn y la defensa de la persona contra toda forma de opresiÓn, autoritarismo o alienaciÓn. Palabras clave: Pedagogía social. Educación popular. Dialogo.

scholarly journals EL AULA VIRTUAL. UNA ALTERNATIVA TECNOLÓGICA PARA EL APRENDIZAJE

2018 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Dangel Roque Aguilar ◽  
María Jústiz Guerra ◽  
Norma Cabrera Cabrera
Keyword(s):  
Virtual Classroom ◽  
Classroom Teaching ◽  
Psychology Education ◽  
School Year ◽  
Learning Tasks ◽  
Palabras Clave ◽  
The Subject ◽  
Teaching Learning ◽  
The University ◽  
Independent Tasks

El trabajo que se presenta constituye una evidencia de la necesidad de incorporar al proceso docente educativo los recursos de la ciencia y la tecnología para elevar la motivación y la independencia en la solución de las tareas de aprendizaje, a tono con los reclamos de la informatización en la sociedad cubana. En tal sentido, se muestran los resultados de la aplicación del aula virtual de la asignatura Fisiología del Desarrollo Humano a estudiantes de 1er año de la carrera Lic. Educación Pedagogía Psicología de la Universidad de Camagüey, Cuba, de las modalidades curso diurno y curso por encuentro, durante el curso escolar 2016- 17. El aula diseñada presenta una modelación atractiva, con los recursos necesarios para propiciar el desarrollo de las tareas independientes de cada uno de los temas y aporta una valiosa compilación de materiales bibliográficos que resultan útiles para este empeño por lo que se corrobora el impacto significativo en el desarrollo del aprendizaje de los estudiantes, de tal forma que resulta más dinámico y significativo. PALABRAS CLAVE: motivación; independencia; aula virtual; enseñanza; aprendizaje. VIRTUAL CLASSROOM. A TECHNOLOGICAL ALTERNATIVE FOR LEARNING ABSTRACT The work presented is evidence of the need to incorporate into the educational teaching process the resources of science and technology to raise motivation and independence in the solution of learning tasks, in tune with the demands of computerization in The Cuban society. In this sense, results of the application of the virtual classroom of the subject Human Development Physiology to 1st year students of the Specialist in Pedagogy Psychology Education course of the University of Camagüey, Cuba, of the modalities of the day course and course by Meetings during the 2016-17 school year. The classroom designed presents an attractive modeling, with the necessary resources to promote the development of the independent tasks of each one of the subjects and provides a valuable compilation of bibliographical materials that are useful for this effort So that the significant impact on the development of student learning is corroborated in a way that is more dynamic and meaningful. KEYWORDS: motivation; independence; virtual classroom; teaching; learning.

scholarly journals THE SOCIAL ROLE AND COMPETENCIES OF TEACHERS IN HIGHER EDUCATION BETWEEN THEORY AND TEACHING PRACTICE

2020 ◽  
pp. 045
Author(s):  
Suzana Marković Krstić ◽  
Lela Milošević Radulović
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Social Role ◽  
University Education ◽  
Teaching Process ◽  
Quality Of Higher Education ◽  
The Social ◽  
Teaching Learning ◽  
The University

Starting from the fact that higher education is an activity of special social interest and the initiator of the development and improvement of society, in theory and teaching practice questions are often asked regarding the quality of higher education and the possibility of its improvement. The quality of higher education in terms of the increase in its effectiveness is one of the shared aims of the Bologna convention, that is, the current reform process in European countries. It is determined by the quality of the study programs and the quality of the teaching process, which requires a competent teacher, prepared for the process of innovating teaching plans and programs, and the realization and improvement of the teaching practice. Considering the social importance of education and teaching, research into the social group which performs work-related tasks in the educational process, as well as into the quality of the teaching itself, is of special importance. The paper presents the results of research regarding student perceptions of the characteristics of teachers manifested during the course of educational practice in higher education institutions, which were based on the following: the human, professional and pedagogical qualities of teachers, the quality of the university education/teaching process and learning outcomes/learning achievements (the prevalence of theoretical knowledge, practical application of knowledge, etc.). The aim of the paper is to, on the basis of three empirical studies, from a sociological standpoint evaluate the perception of the social role and competencies of teachers and the quality of university education from the viewpoint of the student youth(in 2009, 985 students from 30 colleges in Serbia were surveyed, in 2012, 2208 students of the University of Niš (818), University of Bitolj (804) and the University of Veliko Trnovo (586), and in 2019, 374 students from 13 faculties of the University of Niš). The empirical findings indicate that teachers are qualified professionals who lecture clearly, comprehensively and are able to emphasize the most important points, but that their lectures are still insufficiently interesting, and that they are often unjust and biased. Considering the noted differences between the competencies of teachers working in higher education settings, and the quality and outcomes of the teaching/learning, “models” of teaching/learning have been proposed in this paper for each of the countries included in the study (Serbia, Macedonia, Bulgaria). Based on noted disparity between theory and teaching practice, the paper points to the need for new scientific research in the context of reform processes in higher education, with the continued redefinition of its goals and tasks with the aim of improving the quality of the teaching process and teaching practice.

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