Proposta de ensino baseada nas Metodologias Ativas no curso superior de Tecnologia

• Ano de defesa: 2019
• Autor(a) principal: Pantoja, Ana Maria Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; Campus Manaus Centro; Programa de Pós-Graduação em Educação Profissional e Tecnológica (ProfEPT); Instituto Federal do Amazonas; IFAM
• Palavras-chave em Português: Metodologias ativas; Educação Profissional; Ensino Superior de Tecnologia; Proposta de ensino - EPT; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://repositorio.ifam.edu.br/jspui/handle/4321/311

The study investigates the contributions of active methodologies in the training and practice of teachers who work in the Superior Courses of Technology to guarantee an academic formation in the omnilateral perspective, given the importance of working the relation theory and practice, aiming to bring elements that contribute to a formation in addition to the technique, aimed at forming an individual who develops in his practice, a posture based on the resolution of daily problems in a critical and reflective way. To meet this new moment, teachers need to (re) build their practices based on meaningful learning that enables them to update and innovate their teaching methods. In this perspective, the active methodologies present themselves as a significant alternative to reach these objectives, favoring a learning in which the student is the protagonist, being, therefore, encouraged to learn in an autonomous and participative way, from real problems, configuring responsible for the active construction of knowledge. In this sense, the general objective of this research was to develop a teaching practice based on the active methodologies in the superior course of technology. The locus of the research was the Don Bosco Salesian College - FSDB. For the development of the research the qualitative, descriptive and exploratory approach was used and, for the second moment, the action research was used. As instruments for data collection, direct observation and questionnaires were also used. The application of the questionnaires occurred individually through google forms. The research had 16 (sixteen) professors participating in the top technology courses. For the analysis of the questionnaires, the content analysis was used. The research evidenced the lack of pedagogical know - how geared to EFA in the initial formation of the teachers under study and the difficulty of relating theory and practice, because they come from different technical backgrounds, with which it is proposed a teaching practice based on active methodologies. And as an educational product it was proposed the application of the "Reverse Classroom Teaching Proposal - An Active Learning Methodology", in a class of the logistics course of the 3rd night period, with the purpose of providing tools to help teachers of higher education technology in the educational process.