Estudo sobre a percepção do discente sobre as metodologias ativas na educação superior

• Ano de defesa: 2017
• Autor(a) principal: Adada, Flávia
• Orientador(a): Bastos, Carmen Celia Barradas Correia
• Banca de defesa: Coelho, Adriano de Sales , Figueiredo, Ireni Marilene Zago
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Educação superior; Tecnologias educativas; Inovação pedagógica; Metodologias ativas de aprendizagem
• Palavras-chave em Inglês: College education; Educational technologies; Pedagogical innovation; Active learning methodologies
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/3340

This paper presents a study about the implementation of the new models of teaching and learning. It Started in analyses of the Active Methodologies in a Management course in an Institution of Superior Teaching in Cascavel city – Parana State – Brazil. It brings the perception of the student around of the educative innovation. The study dedicates in document analysis (Political Pedagogical Project/ Plans of Teaching) of the course researched in order to complement the perceptions obtained in the data‘s collect through questionnaires. The methodology that study is classified as a qualitative research, for its interpretive character and dialogical, suiting itself to the study of singular cases. The study presents as results the understanding that the active learning presupposes greater and more effective interaction between students and teachers, the combination of active methodologies with digital technologies favor better learning through practices, activities, games, problems, relevant projects. For almost all the students, the new organization of the contents facilitated the learning and understanding, favoring to greater student engagement in the proposed actions. It strengthened the collective work confirming the proposal of a collaborative pedagogical action. It made strong the collective job confirming the proposes of the collaborative pedagogical action. It stands out the importance of the hybrid model of the teaching and learning. There were still some shortcomings in the process, especially with regard to teacher training for this type of approach and use of active methodologies. he results show us that innovative proposals, under the student's vision, although with small difficulties, are highly mobilizing and have a high impact on student engagement in the teaching and learning process.