A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo – Fausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUB

Silva, Jandeson Dantas da; Costa, Wênyka Preston Leite Batista da; Neto, Manoel Pereira da Rocha

doi:10.13058/raep.2020.v21n2.1725

Cited by 19 publications

(3 citation statements)

References 3 publications

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“…The construction of pedagogical strategies that rely on the use of innovative active methodologies stars the student through a pedagogy that focuses on creativity and proposes to make them critical, reflective, and humanized and with the ability to solve problems in a qualified way [2]. The use of active methodologies is presented as a possibility of critical and reflective development, in which the student plays the role in their learning process, stating that these methodologies have their efficiency recognized and suggested by the Ministry of Education, as well as other educational institutions [3].…”

Section: Introductionmentioning

confidence: 99%

Didactic Sequences as an Educational Product to Facilitate Teaching-Learning Processes in Lato Sensu Graduate Courses in the Area of Health Management in Primary Care

Melo¹,

Calheiros²

2023

Health

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Teaching strategies can be considered as techniques that are constructed to be used with the objective of promoting teaching and learning in the classroom, so that the teacher is considered a mentor, as he is the one who selects, analyzes, studies, organizes, builds and proposes the most classic tools to facilitate the learning process [1]. This study is an experience report related to the construction of an educational product that consists of the elaboration of pedagogical strategies, characterized by five didactic sequences in the perspective of collaborating with teaching-learning processes in lato sensu graduate courses. The themes that are part of the didactic sequences were built based on the results obtained in scientific research carried out during the development of the strict sensu postgraduate course in Teaching in Health and Technology, which involved: the work of coordinators who work in the field of health management in Primary Care, situations that challenge the management of Primary Care and the potentialities of work in the management of Primary Care. The didactic sequences have fun teaching strategies that provide meaningful learning for a future qualified professional performance. These sequences involve the use of active methodologies and the use of digital tools. The educational product developed seeks to promote benefits that can collaborate with the improvement of Primary Care Management and teaching-learning processes in the training of health professionals. Therefore, the pedagogical strategies, as well as its entire construction process, were developed through the collaboration of professors of the Health and Society discipline at the State University of Health Sciences of Alagoas (UNCISAL), seeking to make it qualify for effective construction of knowledge and that promote its wide use in the academic environment.

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Section: Introductionmentioning

confidence: 99%

Didactic Sequences as an Educational Product to Facilitate Teaching-Learning Processes in Lato Sensu Graduate Courses in the Area of Health Management in Primary Care

Melo¹,

Calheiros²

2023

Health

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“…This occurs mainly when the educator structures the activities and the pedagogical environment dynamically, with the participation of all subjects [15]. Camargo and Daros [18] argue that pedagogical activities should be reality-oriented and develop useful skills for the student's personal and professional fulfillment. For the authors (CAMARGO & DAROS, 2018), students must learn cognitive strategies and skills inherent to each application of knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…In this way, they obtain the ability to build knowledge applicable to their realities. Therefore, Camargo and Daros [18] also indicate the need to develop digital skills, as these become an increasing need in our society.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical models focused on the integration of ICT in basic education: A systematic review

Frasseto¹,

Silva²,

Biléssimo³

et al. 2022

IJAERS

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A pedagogical model is a system of theoretical premises that organize a curricular approach, being incorporated into teaching practice and the interactions between teacher, student, and learning object. In teaching practice, their interaction with students should be based on activities that seek to contextualize with reality. On the other hand, pedagogical practices, based on the implementation of Digital Information and Communication Technologies, improve the performance of teachers who develop skills to plan modern and technology-integrated learning processes. This article presents a systematic review of works published in the period 2018-2022 that dealt with the use of pedagogical models based on the integration of TDIC in basic education. From the 10 works identified, it was possible to conclude that a pedagogical model must use the technological approach to meet the needs of the teacher and their students. The research contributed to finding the main and most recent studies on the subject. In this way, the article serves as a summary of publications on pedagogical models in TDIC carried out in the period 2018-2022.

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Passando a limpo a PBL (Problem-based learning): uma revisão internacional ultra-recente

Irala

Blass

Ribeiro

2020

REDMAIS

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As metodologias ativas ganharam destaque no campo educacional nos últimos anos e, entre elas, a Problem-Basead Learning (Aprendizagem baseada em problemas, conhecida pela sigla PBL). Este trabalho apresenta uma revisão de escopo numa perspectiva crítica, a partir de trabalhos publicados na literatura internacional ultra-recente (ano de 2020), com foco nas produções acadêmicas voltadas à temática da PBL no ensino superior. Os dados atuais indicam a predominância de delineamentos qualitativos sobre os quantitativos, predominância da língua inglesa para expressar os resultados, adoção do questionário como técnica mais utilizada para a coleta dos dados e, também, que os trabalhos podem ser classificados em três categorias: os que apresentam evidências empíricas consistentes sobre as vantagens para a aprendizagem com a adoção da PBL, os que mapeiam os seus contrapontos e limites e, ainda, os que não apresentam essas evidências, especialmente porque as técnicas de coleta/geração dos dados são indiretas. Conclui-se que há um terreno fértil para o desenvolvimento de pesquisas voltadas à adoção da PBL, especialmente quando o delineamento metodológico aponta para evidências do processo de aprendizagem.

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A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo – Fausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUB

Abstract: Resenha Crítica do Livro: A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo

Cited by 19 publications

References 3 publications

Didactic Sequences as an Educational Product to Facilitate Teaching-Learning Processes in Lato Sensu Graduate Courses in the Area of Health Management in Primary Care

Didactic Sequences as an Educational Product to Facilitate Teaching-Learning Processes in Lato Sensu Graduate Courses in the Area of Health Management in Primary Care

Pedagogical models focused on the integration of ICT in basic education: A systematic review

Passando a limpo a PBL (Problem-based learning): uma revisão internacional ultra-recente

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