Práticas pedagógicas inovadoras para a formação de professores

• Autor(a) principal: Garbin, Mônica
• Data de Publicação: 2020
• Outros Autores: Trombeta de Oliveira, Edison, Rubio Pirillo, Nádia, Santos Azevedo, Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Aprendizagem Aberta e a Distância
• Texto Completo: https://seer.abed.net.br/RBAAD/article/view/388

The expansion of digital information and communication technologies use has caused social impact and breaks geographical barriers, allowing the emergence of a new digital culture. This requires a critical stance and a review of traditional teaching forms. Active learning methodologies and the possibilities brought by digital technologies in educational contexts are important forces in this scenario (Garbin; Oliveira, 2015). In this context, this paper will analyze the projects proposed by the undergraduate students under two prisms: the articulation of curricular contents for solving a contextualized problem related to their curriculum program and the use of active learning methodologies principles in the fulfillment of the project stages. The scenario chosen was a university in São Paulo State during the development of a project based learning process with students, establish in their curriculum. Therefore, four projects developed during the second year of the undergraduate program  in Mathematics and Pedagogy were randomly chosen. Data analysis was based on three aspects: identified problem; prototype developed; and interdisciplinarity. It was possible to realize that the students projects had generated pedagogical practices that advocate the profile of a creative and critical teacher, who seeks to meet the needs of his students, according to the educational context.