A Sequência Fedathi para a formação docente no ensino superior: uma proposta formativa com uso de metodologias ativas e tecnologias digitais

• Ano de defesa: 2022
• Autor(a) principal: Rocha, Mirley Nádila Pimentel
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Sequência Fedathi; Formação de professores; Metodologias ativas; Tecnologias digitais; Fedathi Sequence; Teacher training; Active methodologies; Digital technologies
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/67982

The present research approaches Teacher Training from a teaching experience with higher education teachers, regarding the use of Active Methodologies and Digital Technologies. The reflections of this study start from the need for a methodological approach to subsidize this perspective of training in educational contexts that allow a dialogue with the teacher about the need to re-signify their practice as a learning mediator and the student as a researcher who learns by solving problems, identifying for this end the Fedathi Sequence. To this end, the general objective was to elaborate a Proposal for Continuing Education for Higher Education Teachers, based on the Fedathi Sequence, articulated to the theoretical and practical dimensions of Active Methodologies and Digital Technologies, for the re-signification of teaching practice in undergraduate courses. And as specific objectives: to understand the context of higher education teacher training so that it is possible, in the light of the Fedathi Sequence, the systematization of a Didactic Planning model as a guiding document for teaching actions; to identify the theoretical and methodological aspects of the Fedathi Sequence for teacher training interrelated with Active Methodologies and Digital Technologies in the context of higher education teacher training; to characterize, through experimentation, challenges and pedagogical potentialities of technological, resources to identify possibilities of didactic use in different themes, addressed in undergraduate courses, formalized in a Didactic Guide. For this understanding, the scientific methodology of action research was used with 327 professors from institution of higher education, in the city of Fortaleza-Ce, during the year 2019. And there was also a methodological characterization of research-education as a conception of investigation in educational processes. The actions were formalized in weekly meetings with groups of professors from courses in nursing, nutrition, psychology, physiotherapy, biomedicine, radiology, law, information system, administration and gastronomy. The discussions were based on studies on Active Methodologies and on experimentation of digital tools in an educational computer lab, for later application in their respective classes, with approaches to the classroom themes. The results suggest the formalization of the following educational products: 1 the compilation of a Didactic Planning model to guide the teaching actions based on the Fedathi Sequence, 2 a Didactic Guide with suggestions of digital tools selected from the experience with teachers, in the context of the research , which supported the systematization of the product 3 a Training Proposal for the use of Active Methodologies and Digital Technologies based on the Fedathi Sequence. It is concluded that the Fedathi Sequence enhances the teaching action from reflections on the posture of a mediator that mobilizes interactions, investigations, collective constructions, considering the pedagogical virtue as the main link between teachers and students in the teaching and learning process in contemporary society.