Especialização em Inovação da Educação
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Navegando Especialização em Inovação da Educação por Autor "Candiotto, William Casagrande"
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Artigo Científico Acesso fechado O ensino de Geometria Plana com base na metodologia Aprendizagem Baseada em Equipes(2020) Santos, Adriano Eusébio dosThis research was aimed at approaching or teaching Flat Geometry in the perspective of critical thinking using a didactic strategy Learning Based on Equipment - ABE for students of 6th year of Fundamental Education. Also, it transits to discuss or develop two levels of knowledge of geometric thinking - PG and or development of critical thinking - PC, by means of ABE didactic strategy. Still, this strategy was constituted as an active methodology that aims to work with groups of 5 to 7 students, facilitating a more dynamic and collaborative learning, making them more autonomous and responsible for their studies. Embora we seek, through ABE, to stimulate the relevancy of a collaborative work, we raise questions that can show elements of fragility of learning. In this way, we seek to develop the following objectives: a) to disbelieve the paths of development of critical thinking; b) understand the levels of knowledge of the development of geometric thought to make the Flat Geometry feasible; c) disbelieve the importance of contemplating or teaching Plane Geometry in a critical thinking perspective; d) analyze the relevance of collaborative work by means of a didactic strategy Learning Based on teams; e) Analyze the teaching viability of Flat Geometry from the perspective of critical thinking by means of a didactic strategy Apprenticeship Based on Equipment. These objectives will make it possible to reflect on the following problem: which skills will not be developed by studying Flat Geometry in the perspective of critical thinking by means of Apprenticeship Based on Equipment? We saw that there are various possibilities of teaching Flat Geometry by means of didactic strategies, but this teaching cannot go unnoticed without the school curriculum. It is necessary to provide years of students with curiosity to investigate the science that is relevant to humanity, as well as to develop a being critical, both in mathematical objects and in other areas of knowledge.Artigo Científico Acesso fechado O Papel da Arte-Educação para o Desenvolvimento do Pensamento Crítico no Combate as Fake News.(2020) Cunha, Silvia SilvaWe started in this research from a concern about what we live in contemporary society with the spread of false news. We begin the text by presenting an analysis of Art-Education and extra-school contexts and we continue to reflect on the influence of our beliefs in our judgments about what is true or misleading and pointing out the relevance of Education through Art. We verified the possibilities of combating Fake News for media literacy in schools by articulating an intervention proposal with the Hybrid model of active methodologies and thus we concluded our investigation on the role of Art-Education in schools.Artigo Científico Acesso fechado Peer instruction: uma análise da interpretação textual como reflexo de uma cosmovisão(2020) Leopoldo, Joana FenaliReading habits and interpreting has been a problem in the most different contexts, especially in the school . This paper presents an exploratory and descriptive bibliographic research aimed at analyzing to what extent the Peer Instruction methodology contributes to the understanding of the implicit and explicit information in literary texts. For this purpose, a lesson plan of the Portuguese Language and Literature subject was created for third year high school students, which combines this methodology with the textual interpretation of a literary text. At the end of the research it can be observed that textual interpretation goes beyond the limits of what is explicit and is influenced by the worldview of the students, beliefs and experiences that directly interfere in the way one interprets what one reads and hears.Artigo Científico Acesso fechado Possibilidades e limites do uso da metodologia maker no processo de ensino(2020) Dassoler, Maiara dos SantosThis article presents a discussion about the maker methodology, with the objective of analyze their possibilities of contribution and their limits in the teaching process. Methodologically, the research is characterized as bibliographic and exploratory. This In this way, we sought the theoretical contribution of authors who highlighted the maker movement, its transposition to education, as well as the active methodologies. It was found, through of an intervention proposal created by us, that schools need a investment in technology, infrastructure and teacher training. However, although information technologies are part of the maker methodology, their configurations in the schools need to be rethought, making several adaptations necessary for their development.