Pedagogical intervention: a work aimed at quality in the teaching-learning process

Detalhes bibliográficos
Autor(a) principal: Lourdes, Dayane Freitas de
Data de Publicação: 2020
Outros Autores: Gomes, Antonio, Carvalho, Edione Teixeira de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/2840
Resumo: This article aims to present the result of an exploratory research of the descriptive and qualitative type, which emerges from the result of the Diagnostic Assessment developed in a public school in Mato Grosso, which leads the State Department of Education and Culture-SEDUC-MT to establish a policy with the intention of reversing the situation. To this end, the Pedagogical Intervention-PIP Project is created. The project was developed in all classes by the professors, both in the Elementary School of the Early Years, as well as in the Final Years. After completing the PIP, it was possible to verify that the pedagogical activity being planned, organized, even considering the content provided for the class, as well as its peculiarities inherent to the learning process, the teacher had the device to also be able to review the teaching act (Anastasiou, 2014). In this context, it is evident that the act of evaluating is always necessary (Vilas Boas, 2008), as it provides us with elements and or results that point to both improvement and permanence. This, especially when it comes to the school, becomes an extremely important device in order to seek better results in the process of teaching and learning. The work still shows evidence that teacher training may be an indispensable resource to enable improvements in the teaching-learning process.
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spelling Pedagogical intervention: a work aimed at quality in the teaching-learning processIntervención pedagógica: un trabajo dirigido a la calidad en el proceso de enseñanza-aprendizajeIntervenção pedagógica: um trabalho visando a qualidade no processo de ensino-aprendizagemAssessmentTeaching practiceTeaching and Learning.AvaliaçãoPrática docenteEnsinagem e Aprendizagem.EvaluaciónPráctica docenteEnseñanza y AprendizajeThis article aims to present the result of an exploratory research of the descriptive and qualitative type, which emerges from the result of the Diagnostic Assessment developed in a public school in Mato Grosso, which leads the State Department of Education and Culture-SEDUC-MT to establish a policy with the intention of reversing the situation. To this end, the Pedagogical Intervention-PIP Project is created. The project was developed in all classes by the professors, both in the Elementary School of the Early Years, as well as in the Final Years. After completing the PIP, it was possible to verify that the pedagogical activity being planned, organized, even considering the content provided for the class, as well as its peculiarities inherent to the learning process, the teacher had the device to also be able to review the teaching act (Anastasiou, 2014). In this context, it is evident that the act of evaluating is always necessary (Vilas Boas, 2008), as it provides us with elements and or results that point to both improvement and permanence. This, especially when it comes to the school, becomes an extremely important device in order to seek better results in the process of teaching and learning. The work still shows evidence that teacher training may be an indispensable resource to enable improvements in the teaching-learning process.Este artículo tiene como objetivo presentar el resultado de una investigación exploratoria de tipo descriptivo y cualitativo, que surge del resultado de la Evaluación de diagnóstico desarrollada en una escuela pública en Mato Grosso, que lleva al Departamento de Estado de Educación y Cultura-SEDUC-MT a establecer una política con la intención de revertir la situación. Para este fin, se crea el Proyecto de Intervención Pedagógica-PIP. El proyecto fue desarrollado en todas las clases por los profesores de pleno derecho, tanto en la escuela primaria de los primeros años, como en los últimos años. Después de completar el PIP, fue posible verificar que la actividad pedagógica que se estaba planificando, organizando, incluso teniendo en cuenta el contenido proporcionado para la clase, así como sus peculiaridades inherentes al proceso de aprendizaje, el maestro tenía el dispositivo para poder también revisar el acto de enseñanza. (Anastasiou, 2014). En este contexto, es evidente que el acto de evaluar siempre es necesario (Vilas Boas, 2008), ya que nos proporciona elementos y / o resultados que apuntan tanto a la mejora como a la permanencia. Esto, especialmente cuando se trata de la escuela, se convierte en un dispositivo extremadamente importante para buscar mejores resultados en el proceso de enseñanza y aprendizaje. El trabajo aún muestra evidencia de que la capacitación docente puede ser un recurso indispensable para permitir mejoras en el proceso de enseñanza-aprendizaje.Este artigo visa apresentar o resultado de uma pesquisa exploratória do tipo descritiva e qualitativa, que emerge do resultado da Avaliação Diagnóstica desenvolvida em uma escola pública de Mato Grosso, o qual leva a Secretaria de Estado de Educação e Cultura-SEDUC-MT estabelecer uma política interna na intenção de reverter a situação. E para tal, cria-se o Projeto Intervenção Pedagógica-PIP. O projeto foi desenvolvido em todas as turmas pelos professores titulares, tanto no Ensino Fundamental dos anos Iniciais, como nos anos Finais. Após a realização do PIP, foi possível constatar que o fazer pedagógico sendo planejado, organizado, mesmo considerando o conteúdo previsto para a turma, bem como, suas peculiaridades inerentes ao processo de aprendizagem, o professor teve dispositivo para também poder rever o ato de ensinagem (Anastasiou, 2014). Diante deste contexto se evidencia que o ato de avaliar é sempre necessário (Vilas Boas, 2008), pois o mesmo nos fornecem elementos e ou resultados que apontam tanto para melhoria, quanto para a permanência. Isto, sobremaneira, em se tratando da escola, se torna um dispositivo de suma importância com vistas à busca de melhores resultados nos processos de ensinagens e aprendizagens. O trabalho ainda apresenta indícios de que a formação de professores poderá ser um recurso indispensável a possibilitar melhorias no processo de ensino-aprendizagem. Research, Society and Development2020-03-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/284010.33448/rsd-v9i4.2840Research, Society and Development; Vol. 9 No. 4; e58942840Research, Society and Development; Vol. 9 Núm. 4; e58942840Research, Society and Development; v. 9 n. 4; e589428402525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2840/2292Copyright (c) 2020 Edione Teixeira de Carvalho, Antonio Gomes, Dayane Freitas de Lourdesinfo:eu-repo/semantics/openAccessLourdes, Dayane Freitas deGomes, AntonioCarvalho, Edione Teixeira de2020-08-20T18:07:16Zoai:ojs.pkp.sfu.ca:article/2840Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:15.993212Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Pedagogical intervention: a work aimed at quality in the teaching-learning process
Intervención pedagógica: un trabajo dirigido a la calidad en el proceso de enseñanza-aprendizaje
Intervenção pedagógica: um trabalho visando a qualidade no processo de ensino-aprendizagem
title Pedagogical intervention: a work aimed at quality in the teaching-learning process
spellingShingle Pedagogical intervention: a work aimed at quality in the teaching-learning process
Lourdes, Dayane Freitas de
Assessment
Teaching practice
Teaching and Learning.
Avaliação
Prática docente
Ensinagem e Aprendizagem.
Evaluación
Práctica docente
Enseñanza y Aprendizaje
title_short Pedagogical intervention: a work aimed at quality in the teaching-learning process
title_full Pedagogical intervention: a work aimed at quality in the teaching-learning process
title_fullStr Pedagogical intervention: a work aimed at quality in the teaching-learning process
title_full_unstemmed Pedagogical intervention: a work aimed at quality in the teaching-learning process
title_sort Pedagogical intervention: a work aimed at quality in the teaching-learning process
author Lourdes, Dayane Freitas de
author_facet Lourdes, Dayane Freitas de
Gomes, Antonio
Carvalho, Edione Teixeira de
author_role author
author2 Gomes, Antonio
Carvalho, Edione Teixeira de
author2_role author
author
dc.contributor.author.fl_str_mv Lourdes, Dayane Freitas de
Gomes, Antonio
Carvalho, Edione Teixeira de
dc.subject.por.fl_str_mv Assessment
Teaching practice
Teaching and Learning.
Avaliação
Prática docente
Ensinagem e Aprendizagem.
Evaluación
Práctica docente
Enseñanza y Aprendizaje
topic Assessment
Teaching practice
Teaching and Learning.
Avaliação
Prática docente
Ensinagem e Aprendizagem.
Evaluación
Práctica docente
Enseñanza y Aprendizaje
description This article aims to present the result of an exploratory research of the descriptive and qualitative type, which emerges from the result of the Diagnostic Assessment developed in a public school in Mato Grosso, which leads the State Department of Education and Culture-SEDUC-MT to establish a policy with the intention of reversing the situation. To this end, the Pedagogical Intervention-PIP Project is created. The project was developed in all classes by the professors, both in the Elementary School of the Early Years, as well as in the Final Years. After completing the PIP, it was possible to verify that the pedagogical activity being planned, organized, even considering the content provided for the class, as well as its peculiarities inherent to the learning process, the teacher had the device to also be able to review the teaching act (Anastasiou, 2014). In this context, it is evident that the act of evaluating is always necessary (Vilas Boas, 2008), as it provides us with elements and or results that point to both improvement and permanence. This, especially when it comes to the school, becomes an extremely important device in order to seek better results in the process of teaching and learning. The work still shows evidence that teacher training may be an indispensable resource to enable improvements in the teaching-learning process.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/2840
10.33448/rsd-v9i4.2840
url https://rsdjournal.org/index.php/rsd/article/view/2840
identifier_str_mv 10.33448/rsd-v9i4.2840
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/2840/2292
dc.rights.driver.fl_str_mv Copyright (c) 2020 Edione Teixeira de Carvalho, Antonio Gomes, Dayane Freitas de Lourdes
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Edione Teixeira de Carvalho, Antonio Gomes, Dayane Freitas de Lourdes
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 4; e58942840
Research, Society and Development; Vol. 9 Núm. 4; e58942840
Research, Society and Development; v. 9 n. 4; e58942840
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
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reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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