4 resultados para Modelação cognitiva do processo de ensino
em Repositório Institucional da Universidade Federal do Rio Grande do Norte
Resumo:
O advento das novas tecnologias e a dinamicidade das mudanas que estas provocam, impactam diretamente em vrios aspectos da sociedade, dentre estes, na educao. Novas metodologias e mudanas no processo de ensino-aprendizagem tornam-se prticas cada vez mais frequentes neste campo. O elemento basilar desta nova constituio o docente, capaz de transformar a utilizao desses recursos em ferramentas que favoream o processo educativo. Essa readequao do comportamento exigida por essas constantes mudanas orientada pelos valores pessoais dos sujeitos que vivenciam a situao. Os valores so idealizados como critrios que interferem diretamente nas atitudes, preferncias e at mesmo no comportamento humano, influenciando no modo como o indivduo interpreta as suas prprias atitudes e as dos outros, inclusive no mbito profissional. Dessa forma, o objetivo geral da presente pesquisa analisar as relaes entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que compem a teoria de valores de Schwartz, atravs de questionrio aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque analtico quantitativo que utiliza um questionrio da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a distncia. A estratgia de anlise dos dados utilizou tcnicas de estatstica descritiva, anlise de grficos, anlise das frequncias relativas e a tcnica estatstica MANOVA (Anlise Multivariada de Varincia). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnolgicos avaliados nesta pesquisa, como ferramenta de apoio pedaggico. Com relao ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodeterminao, Benevolncia e Universalismo, enquanto os menos priorizados foram os de Tradio, Realizao e Poder, respectivamente. Contudo, no foram identificadas relaes significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa
Resumo:
Le thme du patrimoine culturel architectural et urbain continue d avoir une place importante dans le milieu technique et scientifique. Le concept s est largi et aujourd hui comprend diffrentes procdures de projets d intervention. L importance accorde au thme amne l inclusion de la matire de techniques rtrospectives et aux contenus qui en sont lis: conservation, restauration, restructuration et reconstruction d difices et ensembles urbains, dans les parcours des cours d architecture et d urbanisme au Brsil tablies par le Ministre de l Education Nationale (MEC) dans les annes quatre-vingt-dix, postrieurement incorpors dans les directrices disciplinaires nationales. Nous partons des discussions thoriques et conceptuelles du Domaine du Patrimoine Culturel, ainsi que des principales thories pdagogiques d enseignements et d apprentissage articules au projet. Dans ce contexte les objectifs principaux de cette thse consistent systmatiser et analyser les principales procdures mthodologiques contribuant pour la construction de mthodes d enseignement tourne vers des activits pratiques dans ce domaine. Pour cela, la recherche a t systmatise dans une approche deux niveaux. En ce qui concerne le premier, bas sur des donnes secondaires, neuf cours d architecture et urbanisme ont ts identifis entre institutions publiques d enseignement suprieur dont huit brsiliennes et une franaise, considres reprsentatives en ce qui concerne les pratiques d enseignement de projet et de patrimoine culturel. Trente disciplines ddies la matire ont t galement reconnues initialement, et postrieurement, cinq disciplines qui possdent un emploi du temps ddi la pratique de projet ont aussi t reconnues. Dans le deuxime cas, base sur des donnes primaires, ont ts analyses les mthodologies et les stratgies d enseignement de projet bases sur les dfinitions des matires et des autres lments des plans de travail avec des observations, des entrevues et des questionnaires en trois ateliers. Par rapport aux rsultats nous avons constat que toutes les coles possdent les contenus de la matire, mais peu d entre elles privilgient la relation du projet appliqu au patrimoine culturel. Nous avons constat que les questions des projets dans ce contexte, mme s elles sont considres complexes, ont privilgi le listage et l analyse du site. L atelier qui intgre les fondements des thories de prservation, l histoire de l architecture et urbanisme et techniques anciennes et actuelles, est mis en valeur comme un modle cohrent avec les propositions d intgration des connaissances thoriques et pratiques du projet appliqu la discipline. Bas sur ces constatations il est possible de dmontrer quatre tapes du projet appliqu au patrimoine culturel: 1) les fondements gnraux qui concernent les bases thoriques sur la prservation, histoire et technique rtrospective, par exemple, l appropriation de lois et normes et la sensibilisation de l lve sur les questions de patrimoine culturel; 2) le contacte avec la ralit qui inclut l appropriation du problme partir de ces acteurs, de ces chelles, de cette lecture de site et l analyse de l objet d tude; 3) le dveloppement de la proposition qui inclut programmes (fonctions existantes et propositions), dfinitions du partit (types d intervention), conception (hypothse et discussion) et dfinition de proposition; 4) la finalisation du projet qui consiste dvelopper la proposition avec sa reprsentation graphique et sa prsentation finale. Nous concluons que le projet en Domaine du Patrimoine Culturel demande une attention spciale et doit tre prsent dans les cursus considrant les principes gnraux ncessaires la formation de l lve. Le binme projet / patrimoine signifie avoir dans le cursus universitaire les contenus et questions ncessaires les connaissances, les variables et possibilits existantes dans le projet appliqu au patrimoine culturel de faon ce que ces connaissances soient incorpores dans l exercice de projet et n apparaissent pas comme un simple contenu thorique sans articulation avec la pratique. Naturellement ces conclusions n puisent pas la rflexion sur la question. Nous esprons que les analyses faites contribuent dfinir des mthodologies d enseignements capables d tres vrifies et testes dans la pratique en salle de cours, et puisse collaborer avec les nouvelles recherches surtout celles qui ont pour but des nouvelles thories pdagogiques d enseignement apprentissage du projet en Domaine du Patrimoine Culturel
Resumo:
You cannot teach architectonic design, but only learn it. This sentence was, during some decades, especially during the modernism, the starting point, adopted by several architectonic design professors, when they had to approach their subject. An attitude that, some years ago, was reviewed and fighted by area s experts. This paper join this criticism, and try to add something to the pre-existing discussion, analyzing with the case-study method all the subjects related with architectonic design of the Architecture and Urbanism degree, at Universidade Federal do Rio Grande do Norte CAU/UFRN . The aim is to identify and analyze the teaching methodologies used by the professors and their effects related to the students. To reach this purpose four different methods were used: i) Professors interviews; ii) Different forms submitted to students and professors; iii) Daily practice s observation, developed during classes; iv) Documents analysis about the degree (historical development and subjects) and about the subjects themselves (summaries, table of contents and planning). Studying the results, it was possible to underline that, in spite of the efforts of some of the professors to find a way to teach with more appropriate educational and pedagogic bases, some of the teaching methodologies, criticized in articles dealing with the matter, were still used. With regard to these, the research pointed out some suggestions that could help to improve the teaching and learning process, joining professors and students that are the most important subjects of the teaching activity. Developing the idea living in the paper s title Teaching and learning , it s now clear that only the practice, through the improvement of the pedagogic techniques, together with critical analysis can help the professors to reach a relationship level, regarding the teaching and learning process, as that described in the epigraph s text, into which teaching and learning, can t be done only by one of the process subject, but must be lived by both of them: professors and students
Resumo:
This research investigates and reports the contributions of the Theatre of the Oppressed and its techniques as a therapeutic resource in the education of children with Attention Deficit Disorder with Hyperactivity. In the first chapter organize one studying theoretical seeking to conceptualize and understand the Learning, Attention Deficit Hyperactivity Disorder, seeking to better understand the behavior and the behavior of children with ADHD. Researching on the symptoms, causes and effects of this syndrome. Trace a relationship between familyschool- specialists in an attempt to prove the importance of family support in the teachinglearning process and treatment of these children. In the second chapter start conceptualizing theater, the relationship between work-Theatre-Education Therapy, explain the difference between the theatrical stage and the therapeutic stage. Account the importance of theater games in the classroom and its contribution to social and educational training of the child. Justify the choice of the Theatre of the Oppressed recognizing him as the primary method for this research, because it is a set of exercises, games and techniques that help the child regain equilibrium relations, developing autonomy, encourages creativity and spontaneity, freeing them from their oppression. Besides being an efficient transformation behavior, improving behavior, allowing the inclusion of children in society. It is verified the effectiveness of the method and techniques in their work with children Municipal School Professor. Antonio Severiano in Natal / RN, allowing these children develop body awareness, working senses, thought, memory, inhibition, teaching to expose your point of view, understand and deal with their emotions, respecting its limits and develop their motor and cognitive skills
