Problematization as a teacher training tool on active methodologies
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168 |
Resumo: | The present study aimed to identify teachers' understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. To this end, a training course was proposed to discuss the use of active methodologies in the school context. In the first and last meeting of the course, a questionnaire was applied to verify the teachers' understanding of active methodologies, their use in the school context and the teachers' evaluation of the course. This was organized according to the availability of school hours, divided over five meetings, one each week in a row, and its organization was based on the methodology of problematization with the Maguerez arch. At the end of the course, there was a broader view on the part of teachers about the understanding of the theme, where they report that active methodologies are more related to solving students' daily problems, focusing more on the teaching and learning process than using teaching strategies, as seen earlier. As for the evaluation of the course, the professors believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice, is emphasized. |
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Acta Scientiarum. Education (Online) |
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Problematization as a teacher training tool on active methodologiesProblematización como herramienta para la formación del profesorado sobre metodologías activasA problematização como ferramenta de formação de professores sobre metodologias ativasteacher training; elementary school; teaching methodology; Maguerez arch.formación del profesorado; escuela primaria; metodología docente; arco de Maguerez.formação de professores; ensino fundamental; metodologias ativas; arco de Maguerez.The present study aimed to identify teachers' understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. To this end, a training course was proposed to discuss the use of active methodologies in the school context. In the first and last meeting of the course, a questionnaire was applied to verify the teachers' understanding of active methodologies, their use in the school context and the teachers' evaluation of the course. This was organized according to the availability of school hours, divided over five meetings, one each week in a row, and its organization was based on the methodology of problematization with the Maguerez arch. At the end of the course, there was a broader view on the part of teachers about the understanding of the theme, where they report that active methodologies are more related to solving students' daily problems, focusing more on the teaching and learning process than using teaching strategies, as seen earlier. As for the evaluation of the course, the professors believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice, is emphasized.O presente estudio tiene como objetivo identificar a los profesores sobre la metodología activa antes y después de un curso de entrenamiento, así como su evaluación y posible utilización el contexto escolar. Fueron temas del estudio, 21 profesores de los últimos años de la escuela primaria en una escuela pública municipal. Por lo tanto, se propuso un curso para hablar de la utilización de metodologías activas en el contexto escolar. En la primera y última reunión del curso, se aplicó un cuestionario para comprobar a los profesores sobre la metodología activa, el uso en el contexto escolar y la evaluación de los profesores en o curso. Esto se ha organizado desde el acuerdo con la disponibilidad del horario escolar, dividida en cinco reuniones, una cada semana consecutiva, y su organización se llevó a cabo en base a la metodología de problematizacao con o arco de Señor Maguerez. Al final del curso, se observó una visión más amplia en la parte de los maestros en un tema común, donde se relató que como metodologías activas son más relacionadas con solución de problemas de la vida diaria del estudiante, centrándose más en el proceso de enseñanza y aprendizaje que en el uso de estrategias de enseñanza, como se ve anteriormente. En cuanto a evaluarlo del curso, los maestros creen que esto era positivo y dinámico, y afirmaron que los demás podrían dejar más carga de trabajo para profundizar los debates. En este sentido, destacamos la importancia de realizar acciones que ofrezcan a los maestros la expansión del conocimiento, así como el nuevo aprendizaje derivado de la práctica docente.O presente estudo teve como objetivo identificar a compreensão de professores sobre metodologias ativas antes e após um curso de formação, bem como sua avaliação e possível utilização no contexto escolar. Foram sujeitos do estudo, 21 professores dos anos finais do ensino fundamental de uma escola pública municipal. Para tanto, foi proposto um curso de formação para dialogar sobre o uso de metodologias ativas no contexto escolar. No primeiro e último encontro do curso foi aplicado um questionário para verificar a compreensão dos professores sobre metodologias ativas, a utilização destas no contexto escolar e a avaliação dos professores sobre o curso. Este foi organizado de acordo com a disponibilidade de horário da escola, e realizado ao longo de cinco encontros, um a cada semana consecutiva, e sua organização se deu com base na metodologia da problematização com o arco de Maguerez. Ao final do curso, notou-se uma visão mais ampla por parte dos professores sobre a compreensão da temática, onde os mesmos relatam que as metodologias ativas estão mais relacionadas a solução de problemas do cotidiano do educando, focando mais no processo de ensino e aprendizagem do que na utilização de estratégias de ensino, como visto anteriormente. Quanto a avaliação do curso, os professores acreditam que este foi positivo e dinâmico, e reivindicaram que os próximos pudessem desprender de maior carga horária para aprofundar as discussões. Nesse sentido, ressalta-se a importância da realização de ações que ofereçam aos professores a ampliação de saberes, bem como novos aprendizados relativos à prática docente.Universidade Estadual de Maringá2021-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/5216810.4025/actascieduc.v44i1.52168Acta Scientiarum. Education; Vol 44 (2022): Publicação contínua; e52168Acta Scientiarum. Education; v. 44 (2022): Publicação contínua; e521682178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168/751375153215https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168/751375153431Copyright (c) 2022 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSoares, Renata Godinho Corrêa, Sara Lima Pereira Folmer, Vanderlei Copetti, Jaqueline 2022-03-16T16:26:11Zoai:periodicos.uem.br/ojs:article/52168Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-03-16T16:26:11Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Problematization as a teacher training tool on active methodologies Problematización como herramienta para la formación del profesorado sobre metodologías activas A problematização como ferramenta de formação de professores sobre metodologias ativas |
title |
Problematization as a teacher training tool on active methodologies |
spellingShingle |
Problematization as a teacher training tool on active methodologies Soares, Renata Godinho teacher training; elementary school; teaching methodology; Maguerez arch. formación del profesorado; escuela primaria; metodología docente; arco de Maguerez. formação de professores; ensino fundamental; metodologias ativas; arco de Maguerez. |
title_short |
Problematization as a teacher training tool on active methodologies |
title_full |
Problematization as a teacher training tool on active methodologies |
title_fullStr |
Problematization as a teacher training tool on active methodologies |
title_full_unstemmed |
Problematization as a teacher training tool on active methodologies |
title_sort |
Problematization as a teacher training tool on active methodologies |
author |
Soares, Renata Godinho |
author_facet |
Soares, Renata Godinho Corrêa, Sara Lima Pereira Folmer, Vanderlei Copetti, Jaqueline |
author_role |
author |
author2 |
Corrêa, Sara Lima Pereira Folmer, Vanderlei Copetti, Jaqueline |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Soares, Renata Godinho Corrêa, Sara Lima Pereira Folmer, Vanderlei Copetti, Jaqueline |
dc.subject.por.fl_str_mv |
teacher training; elementary school; teaching methodology; Maguerez arch. formación del profesorado; escuela primaria; metodología docente; arco de Maguerez. formação de professores; ensino fundamental; metodologias ativas; arco de Maguerez. |
topic |
teacher training; elementary school; teaching methodology; Maguerez arch. formación del profesorado; escuela primaria; metodología docente; arco de Maguerez. formação de professores; ensino fundamental; metodologias ativas; arco de Maguerez. |
description |
The present study aimed to identify teachers' understanding of active methodologies before and after a training course, as well as their evaluation and possible use in the school context. The study subjects were 21 teachers from the final years of elementary school in a municipal public school. To this end, a training course was proposed to discuss the use of active methodologies in the school context. In the first and last meeting of the course, a questionnaire was applied to verify the teachers' understanding of active methodologies, their use in the school context and the teachers' evaluation of the course. This was organized according to the availability of school hours, divided over five meetings, one each week in a row, and its organization was based on the methodology of problematization with the Maguerez arch. At the end of the course, there was a broader view on the part of teachers about the understanding of the theme, where they report that active methodologies are more related to solving students' daily problems, focusing more on the teaching and learning process than using teaching strategies, as seen earlier. As for the evaluation of the course, the professors believe that it was positive and dynamic, and claimed that the next ones could take off more hours to deepen the discussions. In this sense, the importance of carrying out actions that offer teachers the expansion of knowledge, as well as new learning related to teaching practice, is emphasized. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168 10.4025/actascieduc.v44i1.52168 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168 |
identifier_str_mv |
10.4025/actascieduc.v44i1.52168 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168/751375153215 https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52168/751375153431 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Acta Scientiarum. Education https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Acta Scientiarum. Education https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 44 (2022): Publicação contínua; e52168 Acta Scientiarum. Education; v. 44 (2022): Publicação contínua; e52168 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
_version_ |
1754842070412951552 |