Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNOESTE |
Texto Completo: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1415 |
Resumo: | This dissertation was developed in the Master’s Program in Education at University do West Paulista – Unoeste, it is linked to the research line “Training and action of the teaching professional and educational practices” and, to the research group “Group of Studies and Research in Education, Curriculum and Technologies”. Initial formation in Psychology presupposes a critical, contextualized, meaningful look, where the professional knows how to deal with subjectivity and human plurality. The theoretical contribution chosen to conceptually structure this work refers to John Dewey's concept of educational experiences, through which we understand that the Project-Based Learning (PBL) methodology allows the practical experience of existing social problems. PBL is a pedagogical strategy used in the Constructionist, Contextualized and Meaningful (CCS) approach, which presents a collaborative perspective of knowledge construction linked to the student's context, providing meaning to learning. Searches in the databases point to the relevance of the theme, since there are few works that address PBL in Psychology courses. In this way, the objective of the research was to analyze what benefits the PBL methodological strategy, according to the CCS approach, can bring in professional training in a discipline of the Psychology course. Therefore, a qualitative research of the strategic action type was carried out. For data collection, the following instruments were used: Free Word Association Test, participant observation, document analysis and questionnaire application. The fieldwork took place in a college in the city of state of São Paulo, 19 students and the professor/researcher of a discipline of the Psychology course participated in the research. For data analysis, we used prototypical analysis, analysis of similarities, to interpret the students' social representations and discursive textual analysis for the contents and discourses. The results show that the PBL brought contributions to the construction of contextualized and meaningful knowledge, as well as expanded collaboration among students, who developed new skills. |
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Souza, Sidinei de Oliveirahttps://orcid.org/0000-0001-7101-8214http://lattes.cnpq.br/7073152836015033Schlünzen, Elisa Tomoe Moriyahttps://orcid.org/0000-0003-1138-8541http://lattes.cnpq.br/7346754405819238Schlünzen Junior , Klaushttp://lattes.cnpq.br/1845236241293068https://orcid.org/0000-0002-0169-2497http://lattes.cnpq.br/0130894065365019SANTOS, Laízi da Silva2022-05-17T19:45:02Z2022-02-09SANTOS, Laízi da Silva. Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia. 2022. 129 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2022.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1415This dissertation was developed in the Master’s Program in Education at University do West Paulista – Unoeste, it is linked to the research line “Training and action of the teaching professional and educational practices” and, to the research group “Group of Studies and Research in Education, Curriculum and Technologies”. Initial formation in Psychology presupposes a critical, contextualized, meaningful look, where the professional knows how to deal with subjectivity and human plurality. The theoretical contribution chosen to conceptually structure this work refers to John Dewey's concept of educational experiences, through which we understand that the Project-Based Learning (PBL) methodology allows the practical experience of existing social problems. PBL is a pedagogical strategy used in the Constructionist, Contextualized and Meaningful (CCS) approach, which presents a collaborative perspective of knowledge construction linked to the student's context, providing meaning to learning. Searches in the databases point to the relevance of the theme, since there are few works that address PBL in Psychology courses. In this way, the objective of the research was to analyze what benefits the PBL methodological strategy, according to the CCS approach, can bring in professional training in a discipline of the Psychology course. Therefore, a qualitative research of the strategic action type was carried out. For data collection, the following instruments were used: Free Word Association Test, participant observation, document analysis and questionnaire application. The fieldwork took place in a college in the city of state of São Paulo, 19 students and the professor/researcher of a discipline of the Psychology course participated in the research. For data analysis, we used prototypical analysis, analysis of similarities, to interpret the students' social representations and discursive textual analysis for the contents and discourses. The results show that the PBL brought contributions to the construction of contextualized and meaningful knowledge, as well as expanded collaboration among students, who developed new skills.Esta dissertação foi desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista – Unoeste, está vinculada à linha de pesquisa “Formação e ação do profissional docente e práticas educativas” e, ao grupo de pesquisa “Grupo de Estudos e Pesquisas em Educação, Currículo e Tecnologias”. A formação inicial em Psicologia pressupõem um olhar crítico, contextualizado, com significado, onde o profissional saiba lidar com a subjetividade e pluralidade humana. O aporte teórico escolhido para estruturar conceitualmente este trabalho remete ao conceito de experiências educativas de John Dewey, pelo qual compreendemos que a metodologia da Aprendizagem Baseada em Projetos (ABP) permite vivenciar na prática os problemas sociais existentes. A ABP é uma estratégia pedagógica usada na abordagem Construcionista, Contextualizada e Significativa (CCS), que apresenta perspectiva colaborativa de construção de conhecimentos atrelado ao contexto do estudante, proporcionando significado à aprendizagem. As buscas nos bancos de dados apontam a relevância da temática, uma vez que são escassos trabalhos que abordam ABP em cursos de Psicologia. Dessa maneira, o objetivo da pesquisa foi analisar quais benefícios a estratégia metodológica ABP, segundo a abordagem CCS, pode trazer na formação profissional em uma disciplina do curso de Psicologia. Para tanto, foi realizada uma pesquisa qualitativa do tipo ação estratégica. Para a coleta de dados foram utilizados os seguintes instrumentos: Teste de Associação Livre de Palavras, observação participante, análise de documentos e aplicação de questionário. O trabalho de campo ocorreu em uma faculdade do interior paulista, participaram da pesquisa 19 estudantes e a Docente/pesquisadora de uma disciplina do curso de Psicologia. Para análise de dados foi utilizado análise prototípica, análise de similitudes, para interpretar as representações sociais dos estudantes e a análise textual discursiva para os conteúdos e discursos. Os resultados demonstram que a ABP trouxe contribuições para a construção de conhecimentos contextualizados e significativos, assim como ampliou a colaboração entre os estudantes, que desenvolveram novas habilidades.Submitted by Renata Morais (rmorais@unoeste.br) on 2022-05-17T19:45:01Z No. of bitstreams: 2 Laízi da Silva Santos.pdf: 992555 bytes, checksum: 81ee611786a50c7fb7682cedc09dc5e5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-17T19:45:02Z (GMT). No. of bitstreams: 2 Laízi da Silva Santos.pdf: 992555 bytes, checksum: 81ee611786a50c7fb7682cedc09dc5e5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-02-09application/pdfhttp://bdtd.unoeste.br:8080/jspui/retrieve/4675/La%c3%adzi%20da%20Silva%20Santos.pdf.jpgporUniversidade do Oeste PaulistaMestrado em EducaçãoUNOESTEBrasilMestrado em Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessformação em psicologiaABPabordagem CCSexperiência educativaformation in psychologyPBLCCS approacheducational experienceCIENCIAS HUMANAS::EDUCACAOAprendizagem Baseada em Projetos: contribuições para a formação em PsicologiaProject-Based Learning: contributions to formation in Psychologyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis26175645301933333655005006002617564530193333365-240345818910352367reponame:Biblioteca Digital de Teses e Dissertações da UNOESTEinstname:Universidade do Oeste Paulista (UNOESTE)instacron:UNOESTETHUMBNAILLaízi da Silva Santos.pdf.jpgLaízi da Silva Santos.pdf.jpgimage/jpeg3185http://bdtd.unoeste.br:8080/tede/bitstream/jspui/1415/7/La%C3%ADzi+da+Silva+Santos.pdf.jpgf6ce947b2e1e845d02f81febac4bd72eMD57TEXTLaízi da Silva Santos.pdf.txtLaízi da Silva Santos.pdf.txttext/plain250544http://bdtd.unoeste.br:8080/tede/bitstream/jspui/1415/6/La%C3%ADzi+da+Silva+Santos.pdf.txt31dad40b2358050d3a1c2c5ef88f556fMD56ORIGINALLaízi da Silva Santos.pdfLaízi da Silva Santos.pdfapplication/pdf992555http://bdtd.unoeste.br:8080/tede/bitstream/jspui/1415/5/La%C3%ADzi+da+Silva+Santos.pdf81ee611786a50c7fb7682cedc09dc5e5MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
dc.title.alternative.eng.fl_str_mv |
Project-Based Learning: contributions to formation in Psychology |
title |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
spellingShingle |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia SANTOS, Laízi da Silva formação em psicologia ABP abordagem CCS experiência educativa formation in psychology PBL CCS approach educational experience CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
title_full |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
title_fullStr |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
title_full_unstemmed |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
title_sort |
Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia |
author |
SANTOS, Laízi da Silva |
author_facet |
SANTOS, Laízi da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Souza, Sidinei de Oliveira |
dc.contributor.advisor1ID.fl_str_mv |
https://orcid.org/0000-0001-7101-8214 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7073152836015033 |
dc.contributor.referee1.fl_str_mv |
Schlünzen, Elisa Tomoe Moriya |
dc.contributor.referee1ID.fl_str_mv |
https://orcid.org/0000-0003-1138-8541 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7346754405819238 |
dc.contributor.referee2.fl_str_mv |
Schlünzen Junior , Klaus |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1845236241293068 |
dc.contributor.authorID.fl_str_mv |
https://orcid.org/0000-0002-0169-2497 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0130894065365019 |
dc.contributor.author.fl_str_mv |
SANTOS, Laízi da Silva |
contributor_str_mv |
Souza, Sidinei de Oliveira Schlünzen, Elisa Tomoe Moriya Schlünzen Junior , Klaus |
dc.subject.por.fl_str_mv |
formação em psicologia ABP abordagem CCS experiência educativa |
topic |
formação em psicologia ABP abordagem CCS experiência educativa formation in psychology PBL CCS approach educational experience CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
formation in psychology PBL CCS approach educational experience |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation was developed in the Master’s Program in Education at University do West Paulista – Unoeste, it is linked to the research line “Training and action of the teaching professional and educational practices” and, to the research group “Group of Studies and Research in Education, Curriculum and Technologies”. Initial formation in Psychology presupposes a critical, contextualized, meaningful look, where the professional knows how to deal with subjectivity and human plurality. The theoretical contribution chosen to conceptually structure this work refers to John Dewey's concept of educational experiences, through which we understand that the Project-Based Learning (PBL) methodology allows the practical experience of existing social problems. PBL is a pedagogical strategy used in the Constructionist, Contextualized and Meaningful (CCS) approach, which presents a collaborative perspective of knowledge construction linked to the student's context, providing meaning to learning. Searches in the databases point to the relevance of the theme, since there are few works that address PBL in Psychology courses. In this way, the objective of the research was to analyze what benefits the PBL methodological strategy, according to the CCS approach, can bring in professional training in a discipline of the Psychology course. Therefore, a qualitative research of the strategic action type was carried out. For data collection, the following instruments were used: Free Word Association Test, participant observation, document analysis and questionnaire application. The fieldwork took place in a college in the city of state of São Paulo, 19 students and the professor/researcher of a discipline of the Psychology course participated in the research. For data analysis, we used prototypical analysis, analysis of similarities, to interpret the students' social representations and discursive textual analysis for the contents and discourses. The results show that the PBL brought contributions to the construction of contextualized and meaningful knowledge, as well as expanded collaboration among students, who developed new skills. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-17T19:45:02Z |
dc.date.issued.fl_str_mv |
2022-02-09 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
SANTOS, Laízi da Silva. Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia. 2022. 129 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2022. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1415 |
identifier_str_mv |
SANTOS, Laízi da Silva. Aprendizagem Baseada em Projetos: contribuições para a formação em Psicologia. 2022. 129 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2022. |
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http://bdtd.unoeste.br:8080/jspui/handle/jspui/1415 |
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Universidade do Oeste Paulista |
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