Silvana Neumann Martins

Tecnologias de informação e comunicação no compartilhamento de aprendizagens na educação básica

The purpose of this article is to investigate both digital and non-digital technologies used to promote the sharing of learning experiences in learning through research in Basic Education. For such, a qualitative approach was followed, with data being gathered through a semistructured interview with seven Basic Education teachers working in different areas (History, Pedagogy, Computing and Geography) in both public and private schools in the Vale do Taquari/RS/BRA region. Moreover, the individuals involved are undergraduate Master Degree at the Post-Graduation Teaching Program at a Higher Education Institution. Content analysis was used to analyze the gathered data. The theoretical foundation used for this study is based on the teaching through research presumptions and in the relation between technology and pedagogical practices. The collected data allowed for the construction of two analysis categories: a) learning experiences shared through immaterial technological resources; b) learning experiences shared through material technological resources. The results point towards the importance of producing posters and panels, as well as using the digital board, the Internet, game assembly programs and animations together with the teaching and learning processes in Basic Education.

Mestrados para a Formação de Docentes: um locus de (re) construção e de aprendizagem

The present study aims to analyze how the development of innovative pedagogical strategies linked to active teaching and learning methodologies are being carried out in the researches produced by postgraduate students at a Masters level of a University located in the interior of Rio Grande do Sul/Brazil. This is a qualitative study, with a descriptive exploratory approach. For the data collection, a bibliographic review of the academic production was carried out from 141 Masters dissertations from two Masters programs offered by the University. Data were collected through the Universitys Virtual Library. Of the total number of dissertations found, 43 presented clear indications of the use of active methodologies. These were analyzed and it was noticed that the active methodologies positively stimulated the students, as it instigated them to be more interested; in the classroom, in addition to developing their criticality and autonomy.

Prácticas de enseñanza y aprendizaje innovadores en la educación superior en Brasil: el caso de un curso de Ciencias Contables

La presente investigacion busca verificar si las metodologias de ensenanza practicadas por los profesores del curso de ciencias contables de una institucion del interior de Rio Grande do Sul (Brasil) favorecen el aprendizaje y la construccion del perfil del alumno egresado. Para ello, se averiguaron las concepciones de graduandos de ciencias contables sobre las practicas pedagogicas de sus profesores y se verificaron si estas aportaban al aprendizaje y la construccion de competencias y habilidades necesarias para el perfil del alumno egresado. Los datos para la investigacion, de enfoque cuali-cuantitativo, se recolectaron de un cuestionario administrado a 13 alumnos matriculados en la asignatura de proyecto de practica supervisada, en el segun semestre de 2014. Los sujetos investigados firmaron el Termino de Consentimiento Libre y Aclarado. Los datos que emergieron fueron analizados desde el analisis textual discursivo. Los resultados permiten afirmar que las metodologias de ensenanza practicadas por los profesores del curso en tela aportan para el aprendizaje y la formacion del perfil del alumno egresado. La investigacion tambien senalo que, por medio del uso de metodologias activas, el alumno es puesto como constructor del propio saber, lo que favorece el aprendizaje.

DOCENCIA EN MAESTRÍA PROFESIONAL: REGISTROS DE PERCEPCIONES Y PRÁCTICAS EN (RE)CONSTRUCCIÓN

The article presents the results of a survey conducted within a master’s post-graduate program – professional mode – involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master’s program’s improvement, the teaching practice and student performance. The results indicate the teacher’s commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.El articulo presenta los resultados de una encuesta llevada a cabo dentro de los estudios de postgrado stricto sensu -modalidad maestria profesional- involucrando nueve profesores responsables de las asignaturas de la estructura curricular del master y de las orientaciones de trabajos de conclusion de curso. El objetivo fue investigar las realidades epistemologicos, las competencias, habilidades y perspectivas de esos docentes y ofrecer subsidios para (re)construir un referente para la toma de decisiones con respecto a la organizacion curricular, a planificaciones, a acciones y evaluaciones hacia el perfeccionamiento del programa, del ejercicio docente y del desempeno discente. Los resultados indican comprometimiento de los profesores con la ensenanza, con especial destaque al compartir de disciplinas y aproximacion entre areas del saber en la investigacion.

Docência em mestrado profissional: registros de percepções e práticas em (re)construção

The article presents the results of a survey conducted within a master’s post-graduate program – professional mode – involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master’s program’s improvement, the teaching practice and student performance. The results indicate the teacher’s commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.El articulo presenta los resultados de una encuesta llevada a cabo dentro de los estudios de postgrado stricto sensu -modalidad maestria profesional- involucrando nueve profesores responsables de las asignaturas de la estructura curricular del master y de las orientaciones de trabajos de conclusion de curso. El objetivo fue investigar las realidades epistemologicos, las competencias, habilidades y perspectivas de esos docentes y ofrecer subsidios para (re)construir un referente para la toma de decisiones con respecto a la organizacion curricular, a planificaciones, a acciones y evaluaciones hacia el perfeccionamiento del programa, del ejercicio docente y del desempeno discente. Los resultados indican comprometimiento de los profesores con la ensenanza, con especial destaque al compartir de disciplinas y aproximacion entre areas del saber en la investigacion.

Teaching in a professional master's: records of perceptions and practices in (re)construction

The article presents the results of a survey conducted within a master’s post-graduate program – professional mode – involving nine teachers responsible for both the subjects within the curriculum, and the guidelines for the final papers. The objective was to investigate the epistemological realities, skills, abilities and perspectives of teachers and offer conditions to (re) build a framework for making decisions regarding the curriculum, the plans, actions and evaluations toward the master’s program’s improvement, the teaching practice and student performance. The results indicate the teacher’s commitment to education, with particular emphasis on the sharing approach between disciplines and areas of knowledge in research.El articulo presenta los resultados de una encuesta llevada a cabo dentro de los estudios de postgrado stricto sensu -modalidad maestria profesional- involucrando nueve profesores responsables de las asignaturas de la estructura curricular del master y de las orientaciones de trabajos de conclusion de curso. El objetivo fue investigar las realidades epistemologicos, las competencias, habilidades y perspectivas de esos docentes y ofrecer subsidios para (re)construir un referente para la toma de decisiones con respecto a la organizacion curricular, a planificaciones, a acciones y evaluaciones hacia el perfeccionamiento del programa, del ejercicio docente y del desempeno discente. Los resultados indican comprometimiento de los profesores con la ensenanza, con especial destaque al compartir de disciplinas y aproximacion entre areas del saber en la investigacion.

Gestão escolar: espaço de trabalho coletivo

School management: collective workspace O presente trabalho, elaborado na disciplina de “Formacao de professores: tendencias dos estudos e trabalho docente”, vinculado ao Programa de Pos-Graduacao, Mestrado em Ensino, do Centro Universitario UNIVATES, Lajedo-RS, apresenta algumas consideracoes que emergiram em sala de aula, por meio da metodologia de aprendizagens baseada em problemas – ABP. A questao lancada foi: como a gestao deve trabalhar com o professor para que ele se torne o agente de mudanca curricular da escola? Com o intuito de buscar contribuicoes em torno do papel da equipe gestora e sua relacao com o fortalecimento e progressao do trabalho coletivo dos sujeitos da escola, conforme Silva (2001) e Novoa (1992), e que se evidencia que o papel da equipe gestora influencia diretamente na constituicao de espacos de formacao continuada, capazes de aproximar situacoes de aprendizagens coerentes com a pratica pedagogica. Palavras-chave : Equipe gestora. Trabalho coletivo. Formacao continuada. Abstract The present paper was developed in the discipline “Teacher Formation: study trends and faculty”, work linked to the Post Graduation Program at the UNIVATES University Center in Lajeado, RS, and presents some considerations that arose in the classroom by means of the problem-based learning methodology – PBL. The question placed was: How should management work with teachers to turn them into agents of curricula change in the school? With the aim of seeking contributions around the role of the management team and its relation regarding the strengthening and progression of collective work of individuals at school, according to Silva and Novoa, it becomes evident that the role of the management team has a direct influence in the constitution of continued learning spaces capable of approximating coherent learning situations with pedagogical practice. Keywords : Management team. Collective work. Continued formation .