1000 resultados para Ensino de Projeto de Arquitetura. Aprendizagem de Projeto de Arquitetura. Projeto de Arquitetura
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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Considering that the current pedagogical project for the Dentistry course at FOA-Unesp was structured in 2001, a year before the national resolution that introduced the new curricular guidelines for the dental field, the aim of this study was to analyze critically this document and assess the academic perception of the pedagogical project, as well as the current curricular structure. A previously tested and validated semi-structured questionnaire was used to obtain the needed information, and a documentary analysis was conducted. The questionnaire was drafted based on data from the National Curricular Guidelines (DCN) and Unified Health System (SUS) guidelines. The sample consisted of almost all the graduating students of 2007 (n=61). Of these, 95% had no knowledge of the pedagogical project for the undergraduate course; 53% found the integration between the disciplines offered by the course insufficient; 66% pointed out that there was duplication of the revised contents; 41% said that the interdisciplinary relation was unsatisfactory, and 67.2% said they preferred the modular system of teaching. Furthermore, 55.7% of the students said that that the course does not fully cover the principles of completeness and resolution of actions, and 37.7% pointed out that clinical care was not humanized. As for the competence and skills needed to exercise the profession, the students admitted feeling secure about carrying out preventivecurative clinical actions, and feeling insecure about developing broad ranging actions, like managing and planning. Analysis of the documents showed a certain disagreement in the organization of the pedagogical project and the curricular structure, when confronted with the course of action set down by the National Curricular Guidelines. The data prove the urgent need to restructure the FOA-Unesp curriculum and confirm the importance of a continuous evaluation in higher education.
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The changes in the teaching of Architecture in Brazilian Universities, from the 1990s onwards, with the upgrading of the Architecture project as an object of research and scientific knowledge and more specifically, the adoption by the Architecture and Urbanism Course (CAU) from the Federal University of Rio Grande do Norte (UFRN) of the principle of content integration of the disciplines, aroused the interest in research on issues related to the Design process and the teaching of design in this context. After 20 years of its implementation and recognized as being a major step forward in teaching the teaching/learning process, the integration is the central focus of this research, which will seek to identify changes in the teaching design and its refutation in projects developed by students at the end of their course. In general, it is understood that the need to integrate knowledge from diverse areas of Architects professional activity, who seeks through an exercise of summary, identify solutions to the issues involved in a project. On the assumption that the integration of content of disciplines fosters the teaching/learning of Architecture project, which can be evident in the Final Course Assignment (FCA), it becomes necessary to understand, in the light of theories of education, such as the principles of curriculum organization, such as interdisciplinarity and multidisciplinarity, transdisciplinarity and transversality are related to the term integration, is more understood and disseminated among the professors of the Architecture courses. The object of this study is consequently the relationship between the integration of subject content and Architecture projects developed by students from CAU-UFRN, in the context of Final Graduation projects (FCAs) completed in the period of duration of the Teaching Project A5-from 2003. The study has the main objective of investigating to what extent the integration of disciplinary content affects the development of the Final Assignment of UFRN, from the analysis of drawings and texts of the projects of the learners and the testimonies of teachers and undergraduate students. From a methodological point of view, the research Architecture, Project and Knowledge Production: Academic Production FCAs, Thesis and dissertations in PA/Brazil carried out by the PROJETAR/UFRN team has been adopted as the basis for the construction of the analytical instruments. In order to identify aspects of their experience by various actors which were not recorded in FCA, electronic forms were applied between teachers and students, through the internet. The integration of subject content based Teaching Project of CAU-UFRN institutionalises the interdisciplinarity, organizing the curriculum by thematic semesters, in which the disciplines work the same focus and at the same site. The integrated work which derives from there tries to articulate the content of each discipline of the period and represents a general practice and has been evaluated by teachers and students, and considered as a facilitator of the teaching/learning process. The analysis of the data collected from the textual content and graphic of the sample of FCAs of CAU-UFRN suggests that the content of the various areas of knowledge are assimilated by the student and used as a resource for the design and development of Architecture projects. In other words, there is in the end product of the students record of the integration of content, whether in speech or in drawing, reaffirming the importance of the convergence of various knowledge in the Architectonic project. However, the integration of content from the point of view of their articulation and operationalization, which involves teachers and students in the same period, has as a condition sine qua non for the success of this educational principle, the provision of these to work as part of a team, for the dialogic practice, which creates areas of intersection not only between disciplines, but between the knowledge of each of the participants.
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O presente relatrio de mestrado tem como objetivo fundamental partilhar e refletir sobre a minha interveno pedaggica desenvolvida na valncia de Educao Pr-Escolar na Escola Bsica do 1. Ciclo com Pr-Escolar da Achada e de 1. Ciclo do Ensino Bsico na Escola do 1. Ciclo do Ensino Bsico com Pr-Escolar da Lombada. Integra os pressupostos tericos e metodolgicos, utilizados como orientao a toda a ao realizada em contexto pedaggico, de forma a fundamentar e conjugar a teoria e a prtica. essencial salientar que o exerccio da profisso docente, implica a promoo de aprendizagens diversificadas, a constante e contnua formao, com intuito de possibilitar aos docentes refletir, investigar, adequar e inovar a sua interveno pedaggica ao grupo de crianas/alunos com quem trabalham. As estratgias desenvolvidas ao longo da prtica pedaggica, tanto na Educao Pr-escolar como no 1. Ciclo do Ensino Bsico, apoiaram-se numa aprendizagem integrada, estimulante e significativa, tendo sempre por base o respeito pelas capacidades, necessidades, interesses e pelas diferenas individuais de cada criana com o intuito de lhes proporcionar situaes de aprendizagem diversificadas e enriquecedoras. A investigao-ao foi a metodologia principal no desenvolvimento da prtica, por permitir ao educador/professor desempenhar o papel de investigador e reflexivo com o objetivo de melhorar a sua interveno e incentivar as crianas para a participao ativa no processo de ensino/aprendizagem. O presente relatrio reflete todo o percurso desenvolvido ao longo das intervenes realizadas em contexto de Educao PrEscolar e de 1. Ciclo, o que possibilitou a adquisio de uma experincia profissional muito til e construtiva, na medida em que me permitiu adquirir conhecimentos prticos, que s so possveis de aprender em contexto educativo.
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O presente relatrio de estgio foi elaborado no mbito da aquisio do grau de mestre em Educao Pr-Escolar e Ensino do 1. Ciclo do Ensino Bsico. Neste relatrio surgem, como espelho, as vivncias e as aprendizagens realizadas por mim e pelas crianas da sala do Arco-ris da Escola Bsica do 1. Ciclo do Ensino Bsico com Pr-Escolar da Achada e pelos alunos da turma do 2 C da Escola Bsica do 1. Ciclo do Ensino Bsico com Pr-Escolar da Assomada. constitudo por uma parte terica e uma parte prtica, com o propsito de enquadrar toda a ao decorrida em ambas as valncias. A interveno pedaggica desenvolvida, quer no Pr-Escolar quer no 1 Ciclo, baseou-se na metodologia da investigao-ao. Atravs da observao e interao com os educandos e com as cooperantes, surgiu a necessidade de fomentar e incitar o desenvolvimento da escrita criativa, em ambas as valncias, surgindo assim a questoproblema Que estratgias implementar para desenvolver a escrita criativa?. Deste modo, procurei ao longo das prticas, dar resposta mesma, com o contributo de estratgias fundamentadas e contextualizadas, tendo como referenciais estratgicos a observao, a participao e a comunicao que desencadearam o desenvolvimento de aprendizagens ativas e globalizantes nas crianas.
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O presente relatrio de mestrado tem como objetivo fundamental partilhar e refletir sobre a minha interveno pedaggica desenvolvida na valncia de Educao Pr-Escolar na Escola Bsica do 1. Ciclo com Pr-Escolar da Achada e de 1. Ciclo do Ensino Bsico na Escola do 1. Ciclo do Ensino Bsico com Pr-Escolar da Lombada. Integra os pressupostos tericos e metodolgicos, utilizados como orientao a toda a ao realizada em contexto pedaggico, de forma a fundamentar e conjugar a teoria e a prtica. essencial salientar que o exerccio da profisso docente, implica a promoo de aprendizagens diversificadas, a constante e contnua formao, com intuito de possibilitar aos docentes refletir, investigar, adequar e inovar a sua interveno pedaggica ao grupo de crianas/alunos com quem trabalham. As estratgias desenvolvidas ao longo da prtica pedaggica, tanto na Educao Pr-escolar como no 1. Ciclo do Ensino Bsico, apoiaram-se numa aprendizagem integrada, estimulante e significativa, tendo sempre por base o respeito pelas capacidades, necessidades, interesses e pelas diferenas individuais de cada criana com o intuito de lhes proporcionar situaes de aprendizagem diversificadas e enriquecedoras. A investigao-ao foi a metodologia principal no desenvolvimento da prtica, por permitir ao educador/professor desempenhar o papel de investigador e reflexivo com o objetivo de melhorar a sua interveno e incentivar as crianas para a participao ativa no processo de ensino/aprendizagem. O presente relatrio reflete todo o percurso desenvolvido ao longo das intervenes realizadas em contexto de Educao PrEscolar e de 1. Ciclo, o que possibilitou a adquisio de uma experincia profissional muito til e construtiva, na medida em que me permitiu adquirir conhecimentos prticos, que s so possveis de aprender em contexto educativo.
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O presente relatrio de estgio foi elaborado no mbito da aquisio do grau de mestre em Educao Pr-Escolar e Ensino do 1. Ciclo do Ensino Bsico. Neste relatrio surgem, como espelho, as vivncias e as aprendizagens realizadas por mim e pelas crianas da sala do Arco-ris da Escola Bsica do 1. Ciclo do Ensino Bsico com Pr-Escolar da Achada e pelos alunos da turma do 2 C da Escola Bsica do 1. Ciclo do Ensino Bsico com Pr-Escolar da Assomada. constitudo por uma parte terica e uma parte prtica, com o propsito de enquadrar toda a ao decorrida em ambas as valncias. A interveno pedaggica desenvolvida, quer no Pr-Escolar quer no 1 Ciclo, baseou-se na metodologia da investigao-ao. Atravs da observao e interao com os educandos e com as cooperantes, surgiu a necessidade de fomentar e incitar o desenvolvimento da escrita criativa, em ambas as valncias, surgindo assim a questoproblema Que estratgias implementar para desenvolver a escrita criativa?. Deste modo, procurei ao longo das prticas, dar resposta mesma, com o contributo de estratgias fundamentadas e contextualizadas, tendo como referenciais estratgicos a observao, a participao e a comunicao que desencadearam o desenvolvimento de aprendizagens ativas e globalizantes nas crianas.
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O presente relatrio desenvolve-se no mbito da unidade curricular de Prtica de Ensino Supervisionada para obter o grau mestre em Educao Pr-escolar e Ensino do 1 Ciclo do Ensino Bsico apresentando o trabalho de investigao-ao desenvolvido em contexto de Jardim de Infncia e 1 Ciclo do Ensino Bsico focalizado na articulao integrada do saber. Elegeram-se como objetivos deste trabalho compreender a natureza das aprendizagens nas primeiras idades, promovendo a construo articulada do saber evitando a sua disciplinarizao, utilizando diversas linguagens e implementar a metodologia de projeto no trabalho curricular. O enquadramento terico procura aprofundar conceitos de interdisciplinaridade e construo articulada do saber nos processos de aprendizagem e o trabalho de projeto enquanto matriz de construo de conhecimento. Sustentado na metodologia de investigaoao utilizaram-se diversos instrumentos de recolha e anlise de dados como a observao, registo de notas de campo e entrevistas s crianas permitindo responder aos objetivos delineados. Este trabalho permitiu compreender a necessidade da construo articulada das aprendizagens para promover aprendizagens significativas; Supervised teaching Practice in Pre-school and Primary Education: Integrated Knowledge Construction Abstract: This is the report of the action-research project developed in the context of a Pre-school and a Primary School focused on the integration of knowledge, part of the curricular unit Supervised Teaching Practice of the Master in Pre-school Education and Teaching in Basic Education (1st cycle). The objectives of this work are: to understand the nature of learning in the early ages through not only promoting the construction of an articulated knowledge while avoiding its disciplinarization, but also using several languages and implement the project methodology in curricular work. The theoretical framework seeks to explore the concepts of interdisciplinarity and the integration of knowledges construction in the processes of learning as the projects work as a basic framework of knowledge construction. Adopting an action-research methodology, several instruments were used for data collection and analysis, such as observation, field notes and interviews to children, allowing to reach the stipulated objectives. This study provided the understanding of the need for the learnings articulated creation to promote relevant learning.
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Resumo I (Prtica Pedaggica) - Nesta seo do relatrio de estgio pretende-se caraterizar e apresentar todos os elementos referentes prtica pedaggica, que fizeram parte do estgio do ensino especializado da msica, realizado na Escola de Msica do Orfeo de Leiria no ano letivo de 2013/2014. De uma forma geral, o relatrio de estgio pretende colocar em evidncia aspetos pedaggicos como metodologias de ensino, questes motivacionais, estilos de aprendizagem, entre outros. Durante um ano letivo completo foram analisados, com especial ateno, trs alunos que foram envolvidos no estgio, construindo e modelando os seus processos de aprendizagem. Para cada um deles foi realizado, ao longo do ano letivo, 30 planos de aula, uma planificao anual e trs gravaes vdeo/udio em contexto de aula. No foi uma tarefa nada fcil de realizar, mas que trouxe inmeros conhecimentos no s de carter pedaggico mas tambm de carter pessoal. A parte inicial desta seo ser dedicada descrio e caraterizao da escola onde foi realizado o estgio, a Escola de Msica do Orfeo de Leiria/Conservatrio de Artes. Ser feita uma pequena abordagem histrica da instituio, bem como do seu projeto educativo, dacomunidade escolar, do seu contexto sociocultural e da classe de saxofone. Ser apresentada tambm uma caraterizao dos alunos, segundo vrios parmetros. Posteriormente, sero descritas algumas das prticas educativas desenvolvidas, com os alunos, em contexto de estgio. Para tal, sero utilizados como instrumentos, no s a experincia ativa do docente/estagirio, mas tambm todas as gravaes, planos de aulas e planificaes anuais, realizados em contexto de estgio do ensino especializado. Por fim, ser realizada uma reflexo crtica do desempenho como docente de saxofone no mbito do estgio e uma concluso de toda a seo da prtica pedaggica.
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Este estudo teve por objetivo implementar mudanas na disciplina de Parasitologia e Micologia Mdica do curso de Medicina da Universidade Federal de Cincias da Sade de Porto Alegre (UFCSPA), que sempre foi oferecida na modalidade presencial. O estudo foi realizado de maro a julho de 2009 com os alunos do primeiro semestre do primeiro ano do curso de Medicina. A mudana consistiu em utilizar parte do ensino a distncia (EAD) com aplicao do mtodo de ensino ABP, no ambiente virtual Moodle, disponvel na instituio. Os resultados deste estudo apontam que a utilizao do EAD e os recursos de ABP como complemento do ensino presencial de graduao nos cursos da rea da sade podem se tornar efetivos para a formao profissional.
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Esta pesquisa tem por objetivo investigar as interaes de professores em um curso de capacitao semi-presencial, com a utilizao de um ambiente virtual. Este curso foi desenvolvido atravs de um convnio entre a Secretaria de Educao do Estado de Gois e a PUC/SP. Com esse projeto, investigou-se como a vivncia em ambientes virtuais de aprendizagem colaborativa pode auxiliar no desenvolvimento destes sujeitos para a busca do processo cooperativo nas trocas intelectuais. A fundamentao terica deste estudo foi constituda referenciando os estudos de Jean Piaget, enfatizando-se, principalmente, os princpios da cooperao, apresentada como eixo conceitual. Neste projeto, fez-se o acompanhamento de um grupo de Professores Multiplicadores do NTE-Gois. O e-ProInfo foi o ambiente virtual que sustentou todo o movimento de busca dos dados registrados pelos sujeitos da pesquisa. Esse trabalho busca contribuir para a reflexo em torno da cooperao na formao de professores, refletindo na presena desse conceito no mbito da prtica docente desses sujeitos. Para tanto, a coleta de dados foi realizada atravs de questionrios, alm das intervenes desses sujeitos no ambiente virtual (fruns, chats etc.) ao longo do processo de trabalho. As concluses denotam uma concepo de aprendizagem colaborativa que indica caminhos para um processo qualitativamente superior que desemboca na cooperao. Destaca tambm o ambiente virtual como elemento propulsor de interaes entre sujeitos, contribuindo para a construo do conhecimento.
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Nesta dissertao, proposto um estudo sobre a introduo das tecnologias da informao e da comunicao (TIC) nos cursos de formao de professores. Este foi desenvolvido atravs de um projeto de extenso destinado aos estudantes do curso de Pedagogia da UFRGS. Com esse projeto, investigou-se como a vivncia em ambientes virtuais de aprendizagem pode auxiliar na formao destes estudantes, enfatizando os princpios de cooperao, autonomia e conscientizao, apresentados como eixos conceituais dessa pesquisa. A fundamentao terica desse estudo foi constituda referenciando os estudos de Jean Piaget e Paulo Freire. No primeiro momento foi realizado um estudo piloto. Este se constituiu num momento de reflexo para a definio dos eixos temticos trabalhados no projeto de extenso, entrelaados com os eixos conceituais dessa pesquisa. Neste projeto, fez-se o acompanhamento de um grupo de onze alunos do curso de Pedagogia da UFRGS, de diferentes semestres. Procurou-se propiciar a estes estudantes uma vivncia em ambientes virtuais de aprendizagem, no caso, o ROODA (Rede cOOperativa de Aprendizagem) e o ETC (Editor de Texto Coletivo). Dessa forma, entende-se que esse estudo configura-se como um espao de reflexo-ao sobre as temticas relacionadas s TIC numa perspectiva didtico-pedaggica construtivista. Nessa perspectiva, esse trabalho busca contribuir para a reflexo em torno do uso das TIC na formao de professores, refletindo na presena dessas no mbito educacional.
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In the teaching practice of architecture and urbanism in Brazil, educational legislation views modeling laboratories and workshops as an indispensable component of the infrastructure required for the good functioning of any architectural course of study. Although the development of information technology at the international level has created new possibilities for digital production of architectural models, research in this field being underway since the early 1990s, it is only from 2007 onwards that such technologies started to be incorporated into the teaching activity of architecture and urbanism in Brazil, through the pioneering experience at LAPAC/FEC/UNICAMP. It is therefore a recent experiment whose challenges can be highlighted through the following examples: (i) The implementation of digital prototyping laboratories in undergraduate courses of architecture and urbanism is still rare in Brazil; (ii) As a new developing field with few references and application to undergraduate programs, it is hard to define methodological procedures suitable for the pedagogical curricula already implemented or which have already been consolidated over the years; (iii) The new digital ways for producing tridimensional models are marked with specificities which make it difficult to fit them within the existing structures of model laboratories and workshops. Considering the above, the present thesis discusses the tridimensional model as a tool which may contribute to the development of students skills in perceiving, understanding and representing tridimensional space. Analysis is made of the relation between different forms of models and the teaching of architectural project, with emphasis on the design process. Starting from the conceptualization of the word model as it is used in architecture and urbanism, an attempt is made to identify types of tridimensional models used in the process of project conception, both through the traditional, manual way of model construction as well as through the digital ones. There is also an explanation on how new technologies for digital production of models through prototyping are being introduced in undergraduate academic programs of architecture and urbanism in Brazil, as well as a review of recent academic publications in this area. Based on the paradigm of reflective practice in teaching as designed by Schn (2000), the experiment applied in the research was undertaken in the integrated workshop courses of architectural project in the undergraduate program of architecture and urbanism at Universidade Federal do Rio Grande do Norte. Along the experiment, physical modeling, geometric modeling and digital prototyping are used in distinct moments of the design process with the purpose of observing the suitability of each model to the project s phases. The procedures used in the experiments are very close to the Action Research methodology in which the main purpose is the production of theoretical knowledge by improving the practice. The process was repeated during three consecutive semesters and reflection on the results which were achieved in each cycle helped enhancing the next one. As a result, a methodological procedure is proposed which consists of the definition of the Tridimensional Model as the integrating element for the contents studied in a specific academic period or semester. The teaching of Architectural Project as it is developed along the fifth academic period of the Architecture and Urbanism undergraduate program of UFRN is taken as a reference
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The present study describes theoretical practical relationships between development and application of activities in Mathematics education. It s proposed a methodological approach to Mathematics in the first grade of Ensino Mdio, supported by an experiment involving Irrational Numbers education by using constructive activities, applied obeying an educational sequence. Constructivism is used as an important theoretical reference in teaching learning process of Mathematics. The methodological intervention was done with two classes of students of the first grade of Ensino Mdio, in two public schools, a state one and a federal one, located on the city of Natal, Rio Grande do Norte. The development, application and testing of the activities used on this experiment led us to think more profoundly about the value of constructivism ideas and understand that the use of activities that obey an educational sequence favors the learning. It s also discussed the research results, commented on a way to contribute to the advances of the proposal and it s more constant use. The participation and testing of the students were analyzed and judged using Skemp s Instrumental Understanding and Relational Understanding concepts. The results of the research were considered good, so we believe this methodological intervention can be used more frequently in the classes of Ensino Mdio and also be applied to teachers in courses of initial education and continuous formation
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The field of education is very rich and allows us to research in various aspects. The area of chemical education has been growing more and more, and an important aspect that has been researching this area is about the learning difficulties of students. The approach of the themes atomic structure and chemical bonds are developed in high school and have many problems that are often brought to higher education becoming an obstacle to the advancement of learning. It is necessary for these initial themes - the atomic structure and chemical bonds - are well understood by the student to the other contents of Chemistry will be understood more easily. This paper aims to describe, analyze errors and difficulties presented in the assessments of the discipline Atomic and Molecular Architecture, the students of the degree course in Chemistry - EAD, with respect to the contents of " Atomic Structure and Chemical Bonding ", by of the assessments made by the students and the Virtual Learning Environment (VLE), taking into account the activities , discussion forum and access to materials . AVA allows obtaining reports which were used to analyze regarding access / participation to assess their contribution to learning and its relation to the final result (pass / fail). It was observed that the most frequent errors in the assessments are related to the early part of the chemistry that is the understanding of atomic structure and evolution models. Students who accessed the extra material and participated in the activities and forums were students who achieved success in the course. Ie, the difficulties were emerging and the use of available teaching strategies, students could minimize such difficulties, making their performance in activities and assessments were better. Was also observed by attending the AVA, the discipline began with a large withdrawal from the page access as well as the frequency of face- evidence from observation in Listing presence of classroom assessments
