PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2485 |
Resumo: | The year 2020, with the pandemic caused by the emergence of Coronavirus, was challenging in many areas, including education; schools, institutes, universities started offering their courses and educational programs in fully electronic modes for the first time in their history. This scenario brings a need for mandatory adaptation to a new methodology, mitigating existing difficulties for the migration of methodologies different from the traditional ones. Active learning methodologies, in which knowledge acquisition is the result of an interaction between individuals and their surrounding environment, with students building and organizing their knowledge, have been researched and encouraged, being potential solutions to forced remote learning. In this context, this work presents the migration of three technical disciplines of secondary education from the traditional face-to-face methodology to Project-Based Learning in forced remote education. The contents were transformed into projects, developed in closely oriented groups, with very detailed feedbacks, freedom of organization and presentation, with group and individual based on rubrics and planning with activities and functions of the members. The general perception was of initial difficulties, adaptation, but the development of skills such as group work, presentation of ideas, decision making, planning, organization, and socialization. The development of critical and creative thinking, with a commitment to learning itself, from selecting the level and amount of information to explore, developing skills and maturity to deal with projects and problems was achieved at a still micro level, but which shows a path to move forward. |
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PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING EL APRENDIZAJE POR PROYECTOS EN LA EDUCACIÓN PROFESIONAL Y TECNOLÓGICA COMO PROPUESTA AL APRENDIZAJE REMOTO FORZADOAPRENDIZAGEM BASEADA EM PROJETOS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA COMO PROPOSTA AO ENSINO REMOTO FORÇADOaprendizagem baseada em projetoseducação profissional e tecnológicaensino médiometodologias ativaspandemiaactive methodologieshigh schoolpandemicprofessional and technological educationproject-based learningaprendizaje basado en proyectosbachilleratoeducación profesional y tecnológicametodologías activaspandemiaThe year 2020, with the pandemic caused by the emergence of Coronavirus, was challenging in many areas, including education; schools, institutes, universities started offering their courses and educational programs in fully electronic modes for the first time in their history. This scenario brings a need for mandatory adaptation to a new methodology, mitigating existing difficulties for the migration of methodologies different from the traditional ones. Active learning methodologies, in which knowledge acquisition is the result of an interaction between individuals and their surrounding environment, with students building and organizing their knowledge, have been researched and encouraged, being potential solutions to forced remote learning. In this context, this work presents the migration of three technical disciplines of secondary education from the traditional face-to-face methodology to Project-Based Learning in forced remote education. The contents were transformed into projects, developed in closely oriented groups, with very detailed feedbacks, freedom of organization and presentation, with group and individual based on rubrics and planning with activities and functions of the members. The general perception was of initial difficulties, adaptation, but the development of skills such as group work, presentation of ideas, decision making, planning, organization, and socialization. The development of critical and creative thinking, with a commitment to learning itself, from selecting the level and amount of information to explore, developing skills and maturity to deal with projects and problems was achieved at a still micro level, but which shows a path to move forward.El año 2020, con la pandemia causada por la aparición del coronavirus, fue un desafío en muchas áreas, incluida la educación; escuelas, institutos, universidades comenzaron a ofrecer sus cursos y programas educativos en modos totalmente electrónicos por primera vez en su historia. Este escenario trae una necesidad de adaptación obligatoria a una nueva metodología, mitigando las dificultades existentes para la migración de metodologías diferentes a las tradicionales. Se han investigado y fomentado metodologías de aprendizaje activo, en las que la adquisición de conocimientos es el resultado de una interacción entre los individuos y su entorno, con los estudiantes construyendo y organizando su propio conocimiento, siendo posibles soluciones al aprendizaje remoto forzado. En este contexto, este trabajo presenta la migración de tres disciplinas técnicas de la metodología tradicional presencial al Aprendizaje Basado en Proyectos en la educación a distancia forzada. Los contenidos se transformaron en proyectos, desarrollados en grupos estrechamente orientados, con retroalimentaciones muy detalladas, libertad de organización y presentación, con evaluación grupal e individual a partir de una planificación con actividades y funciones de los integrantes. La percepción general fue de dificultades iniciales, adaptación, pero desarrollo de habilidades como trabajo en grupo, presentación de ideas, toma de decisiones, planificación, organización, socialización, etc. El desarrollo del pensamiento crítico y creativo, con el compromiso de aprender en sí mismo, desde la selección del nivel y cantidad de información a explorar, el desarrollo de habilidades y madurez para enfrentar proyectos y problemas se logró a un nivel aún micro, pero que muestra un camino hacia avanzar.O ano de 2020, com a pandemia causada pelo surgimento do Coronavírus foi desafiador em muitas áreas, dentre elas a educação; escolas, institutos, universidades passaram a oferecer seus cursos e programas educacionais em modos totalmente eletrônicos pela primeira vez em sua história. Este cenário traz uma necessidade de adaptação obrigatória a uma metodologia nova, mitigando dificuldades existentes para migração de metodologias diferentes das tradicionais. Metodologias ativas de aprendizagem, nas quais a aquisição de conhecimento é resultado de uma interação entre indivíduos e seu ambiente circundante, com alunos construindo e organizando seu próprio conhecimento, têm sido pesquisadas e incentivas, sendo potenciais soluções ao ensino remoto forçado. Neste contexto, este trabalho apresenta a migração de três disciplinas técnicas de ensino médio da metodologia presencial tradicional para Aprendizagem Baseada em Projetos no ensino remoto forçado. Os conteúdos foram transformados em projetos, desenvolvidos em grupos orientados de perto, com feedbacks bastante detalhados, liberdade de organização e apresentação, com avaliação em grupo por rubricas e individual a partir de um planejamento com atividades e funções dos membros. A percepção geral foi de dificuldades iniciais, de adaptação, mas de desenvolvimento de competências como trabalho em grupo, apresentação de ideias, tomada de decisão, planejamento, organização, socialização, etc. O desenvolvimento do pensamento crítico e criativo, com comprometimento com o próprio aprendizado, desde a seleção do nível e quantidade de informações a explorar, desenvolvendo habilidades e maturidade para lidar com projetos e problemas foi conseguido em um nível ainda micro, mas que mostra um caminho a avançar.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-06-15info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/248510.1590/SciELOPreprints.2485porhttps://preprints.scielo.org/index.php/scielo/article/view/2485/4264Copyright (c) 2021 C. E. Crestani, Marcio Bender Machadohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCrestani, Carlos EduardoMachado, Marcio Benderreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-06-14T17:25:35Zoai:ops.preprints.scielo.org:preprint/2485Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-06-14T17:25:35SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING EL APRENDIZAJE POR PROYECTOS EN LA EDUCACIÓN PROFESIONAL Y TECNOLÓGICA COMO PROPUESTA AL APRENDIZAJE REMOTO FORZADO APRENDIZAGEM BASEADA EM PROJETOS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA COMO PROPOSTA AO ENSINO REMOTO FORÇADO |
title |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING |
spellingShingle |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING Crestani, Carlos Eduardo aprendizagem baseada em projetos educação profissional e tecnológica ensino médio metodologias ativas pandemia active methodologies high school pandemic professional and technological education project-based learning aprendizaje basado en proyectos bachillerato educación profesional y tecnológica metodologías activas pandemia |
title_short |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING |
title_full |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING |
title_fullStr |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING |
title_full_unstemmed |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING |
title_sort |
PROJECT-BASED LEARNING IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION AS A PROPOSAL TO FORCED REMOTE LEARNING |
author |
Crestani, Carlos Eduardo |
author_facet |
Crestani, Carlos Eduardo Machado, Marcio Bender |
author_role |
author |
author2 |
Machado, Marcio Bender |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Crestani, Carlos Eduardo Machado, Marcio Bender |
dc.subject.por.fl_str_mv |
aprendizagem baseada em projetos educação profissional e tecnológica ensino médio metodologias ativas pandemia active methodologies high school pandemic professional and technological education project-based learning aprendizaje basado en proyectos bachillerato educación profesional y tecnológica metodologías activas pandemia |
topic |
aprendizagem baseada em projetos educação profissional e tecnológica ensino médio metodologias ativas pandemia active methodologies high school pandemic professional and technological education project-based learning aprendizaje basado en proyectos bachillerato educación profesional y tecnológica metodologías activas pandemia |
description |
The year 2020, with the pandemic caused by the emergence of Coronavirus, was challenging in many areas, including education; schools, institutes, universities started offering their courses and educational programs in fully electronic modes for the first time in their history. This scenario brings a need for mandatory adaptation to a new methodology, mitigating existing difficulties for the migration of methodologies different from the traditional ones. Active learning methodologies, in which knowledge acquisition is the result of an interaction between individuals and their surrounding environment, with students building and organizing their knowledge, have been researched and encouraged, being potential solutions to forced remote learning. In this context, this work presents the migration of three technical disciplines of secondary education from the traditional face-to-face methodology to Project-Based Learning in forced remote education. The contents were transformed into projects, developed in closely oriented groups, with very detailed feedbacks, freedom of organization and presentation, with group and individual based on rubrics and planning with activities and functions of the members. The general perception was of initial difficulties, adaptation, but the development of skills such as group work, presentation of ideas, decision making, planning, organization, and socialization. The development of critical and creative thinking, with a commitment to learning itself, from selecting the level and amount of information to explore, developing skills and maturity to deal with projects and problems was achieved at a still micro level, but which shows a path to move forward. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2485 10.1590/SciELOPreprints.2485 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2485 |
identifier_str_mv |
10.1590/SciELOPreprints.2485 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/2485/4264 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 C. E. Crestani, Marcio Bender Machado https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 C. E. Crestani, Marcio Bender Machado https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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1797047816459124736 |