As metodologias ativas na formação de estudantes de pedagogia em duas universidades públicas ofertados na modalidade EaD: um estudo de caso
Data
2022-07-04
Autores
Quintas, Carlos André Pimentel [UNIFESP]
Orientadores
Moraes, Jerusa Vilhena de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente dissertação utilizou a modalidade de pesquisa estudo de caso que teve como objetivo identificar e analisar o conhecimento científico produzido sobre a aplicação das metodologias ativas na formação de estudantes de dois cursos de licenciatura em Pedagogia, ofertados na modalidade Educação a Distância (EaD) pela Universidade Virtual do Estado de São Paulo (UNIVESP) e pela Universidade do Estado de Minas Gerais (UEMG). Foi realizada através de investigação na matriz curricular das duas Instituições de Ensino, em base de dados brasileira, através de buscas na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), e na base de dados internacional do Education Resources Information Center (ERIC). A pesquisa tinha como objetivo encontrar trabalhos produzidos no período de 2018 a 2020, a respeito da aplicação das metodologias ativas nas aulas de Língua Portuguesa, Matemática, Ciências, Geografia e História, nas séries iniciais do ensino fundamental, para entender se os professores estão sendo formados com esse processo metodológico pedagógico. As buscas realizadas na BDTD resultaram em um total de 1.402 trabalhos, entre artigos científicos, teses de doutorado e dissertações de mestrado e, na base de dados ERIC, resultou um total de 413 trabalhos científicos. Da totalidade destes trabalhos, somente 21 foram validados para a pesquisa. Os resultados auferidos apontam para uma carência de pesquisas no Brasil sobre o impacto na aprendizagem dos alunos das séries iniciais do ensino fundamental, quando são submetidos a aulas que utilizam o processo de metodologias ativas de aprendizagem. Decorrentes disso, foram apresentados possíveis encaminhamentos, objetivando a ampliação do debate sobre a formação inicial do Pedagogo e o perfil do egresso frente à demanda do mundo do trabalho para este profissional, a partir das contribuições de Gatti e Barreto (2009). A análise crítica dos 21 trabalhos fundamentou-se nos conceitos de aprendizagem por experiência (Dewey, 1978), resolução de problemas (Castellar e Moraes, 2016), aprendizagem centrada no aluno e mediação (Freire, 1996; Merrieu, 1998), considerados elementos fundamentais para caracterizar metodologias ativas.
The present dissertation used the case study research modality that aimed to identify and analyze the scientific knowledge produced on the application of active methodologies in the training of students of two degree courses in Pedagogy, offered in the Distance Education modality (DE) by the Virtual University of the State of São Paulo (UNIVESP) and the University of the State of Minas Gerais (UEMG). It was carried out through investigation into the curriculum of the two Educational Institutions, in a Brazilian database, through searches in the Brazilian Digital Library of Theses and Dissertations (BDTD), and in the international database of the Education Resources Information Center (ERIC). The research aimed to find works produced in the period from 2018 to 2020, regarding the application of active methodologies in Portuguese Language, Mathematics, Science, Geography and History classes, in the initial grades of elementary school, to understand if teachers are being formed with this pedagogical methodological process. The searches carried out in the BDTD resulted in a total of 1,402 works, including scientific articles, doctoral theses and master's dissertations, and the ERIC database resulted in a total of 413 scientific works. Of all these works, only 21 were validated for research. The results obtained point to a lack of research in Brazil on the impact on the learning of students in the initial grades of elementary school, when they are submitted to classes that use the process of active learning methodologies. As a result, possible referrals were presented, aiming to expand the debate on the initial formation of the Pedagogue and the profile of the graduate in the face of the demand of the world of work for this professional, based on the contributions of Gatti and Barreto (2009). The critical analysis of the 21 works was based on the concepts of learning by experience (Dewey, 1978), problem solving (Castellar and Moraes, 2016), student-centered learning and mediation (Freire, 1996; Merrieu, 1998), considered elements fundamental to characterize active methodologies.
The present dissertation used the case study research modality that aimed to identify and analyze the scientific knowledge produced on the application of active methodologies in the training of students of two degree courses in Pedagogy, offered in the Distance Education modality (DE) by the Virtual University of the State of São Paulo (UNIVESP) and the University of the State of Minas Gerais (UEMG). It was carried out through investigation into the curriculum of the two Educational Institutions, in a Brazilian database, through searches in the Brazilian Digital Library of Theses and Dissertations (BDTD), and in the international database of the Education Resources Information Center (ERIC). The research aimed to find works produced in the period from 2018 to 2020, regarding the application of active methodologies in Portuguese Language, Mathematics, Science, Geography and History classes, in the initial grades of elementary school, to understand if teachers are being formed with this pedagogical methodological process. The searches carried out in the BDTD resulted in a total of 1,402 works, including scientific articles, doctoral theses and master's dissertations, and the ERIC database resulted in a total of 413 scientific works. Of all these works, only 21 were validated for research. The results obtained point to a lack of research in Brazil on the impact on the learning of students in the initial grades of elementary school, when they are submitted to classes that use the process of active learning methodologies. As a result, possible referrals were presented, aiming to expand the debate on the initial formation of the Pedagogue and the profile of the graduate in the face of the demand of the world of work for this professional, based on the contributions of Gatti and Barreto (2009). The critical analysis of the 21 works was based on the concepts of learning by experience (Dewey, 1978), problem solving (Castellar and Moraes, 2016), student-centered learning and mediation (Freire, 1996; Merrieu, 1998), considered elements fundamental to characterize active methodologies.
Descrição
Citação
QUINTAS, Carlos André Pimentel. As metodologias ativas na formação de estudantes de pedagogia em duas universidades públicas ofertados na modalidade EaD: um estudo de caso. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Paulo, Escola de Filosofia, Letras e Ciências Humanas, Guarulhos, 2022.