Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

Arcabouço jurídico normativo pedagógico da lei federal 10.639/2003 na universidade federal de Uberlândia: avanços e limites

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.