Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Labor |
Texto Completo: | http://www.periodicos.ufc.br/labor/article/view/60208 |
Resumo: | This article seeks to analyze the perceptions of the students of the Professional Master in Professional and Technological Education (ProfEPT) regarding the contributions of the discipline Theories and Practices of Teaching and Learning (TPEA) as a training space. It is characterized as a qualitative, exploratory approach. Data collection occurred through a literature review and questionnaires in 23 strata. An analysis of the questionnaires was carried out through content analysis, from the perspective of Bardin (2011). The procedures for organizing the questionnaires made it possible to identify two initial categories referring to the contributions of TPEA as a training space for EFA: i) in the proposal for Non-Presential Pedagogical Activities (APNPs) and ii) in the student's learning. Experience has shown us that the pedagogical proposal was highlighted in four basic principles: i) autonomy; ii) research; iii) interaction; and iv) collaboration. Through these principles, multiple apprenticeships were promoted in the master's students: i) theoretical deepening; ii) collective construction; iii) critical reflection; and iv) authorship and co-authorship in those involved in the process. With the analytical process, we conclude that it is necessary to pluralize and individualize mediation action, using interventional principles and strategies, which can be relevant in learning. |
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Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenariosAportes de la asignatura Teorías y Prácticas de Enseñanza y Aprendizaje en el proceso de formación de estudiantes del Máster en Educación Profesional y Tecnológica:: aprendizaje múltiple en escenarios de pandemiaContribuições da disciplina Teorias e Práticas do Ensino e Aprendizagem no processo de formação de mestrandos da Educação Profissional e Tecnológica:: aprendizagens múltiplas em cenários de pandemiaTheory and Practice of Teaching and Learning. Professional Master's. Professional and Technological Education. Training Space. ProfEPT.Teoría y práctica de la enseñanza y el aprendizaje. Máster profesional. Educación profesional y tecnológica. Espacio de entrenamiento. ProfEPT.Teoria e Prática do Ensino e Aprendizagem. Mestrado Profissional. Educação Profissional e Tecnológica. Espaço de Formação. ProfEPT.Formação e práticas docentes na EPTThis article seeks to analyze the perceptions of the students of the Professional Master in Professional and Technological Education (ProfEPT) regarding the contributions of the discipline Theories and Practices of Teaching and Learning (TPEA) as a training space. It is characterized as a qualitative, exploratory approach. Data collection occurred through a literature review and questionnaires in 23 strata. An analysis of the questionnaires was carried out through content analysis, from the perspective of Bardin (2011). The procedures for organizing the questionnaires made it possible to identify two initial categories referring to the contributions of TPEA as a training space for EFA: i) in the proposal for Non-Presential Pedagogical Activities (APNPs) and ii) in the student's learning. Experience has shown us that the pedagogical proposal was highlighted in four basic principles: i) autonomy; ii) research; iii) interaction; and iv) collaboration. Through these principles, multiple apprenticeships were promoted in the master's students: i) theoretical deepening; ii) collective construction; iii) critical reflection; and iv) authorship and co-authorship in those involved in the process. With the analytical process, we conclude that it is necessary to pluralize and individualize mediation action, using interventional principles and strategies, which can be relevant in learning.Este artículo busca analizar las percepciones de los estudiantes del Máster Profesional en Educación Profesional y Tecnológica (ProfEPT) con respecto a las contribuciones de la disciplina Teorías y Prácticas de Enseñanza y Aprendizaje (TPEA) como un espacio de formación. Se caracteriza por un enfoque cualitativo, del tipo exploratorio. La recolección de datos se realizó a través de la revisión de la literatura y la aplicación de cuestionarios a 23 estudiantes del Máster. El análisis de los cuestionarios se realizó a través del análisis de contenido, desde la perspectiva de Bardin (2011). Los procedimientos de organización de los cuestionarios permitieron identificar dos categorías iniciales que se refieren a las contribuciones de la TPEA como un espacio de formación para la EPT: i) en la propuesta de las Actividades Pedagógicas No Presenciales (APNP) y ii) en el aprendizaje del estudiante del Máster. La experiencia nos ha demostrado que la propuesta pedagógica se destacó en cuatro principios básicos: i) autonomía; ii) investigación; iii) interacción; y iv) colaboración. A través de estos principios, se promovieron múltiples aprendizajes en los estudiantes del Máster: i) profundización teórica; ii) construcción colectiva; iii) reflexión crítica; y iv) autoría y coautoría en los involucrados en el proceso. Con el proceso analítico, concluimos que es necesario pluralizar e individualizar la acción de mediación, utilizando principios y estrategias de intervención, que pueden ser relevantes en el aprendizaje.Este artigo busca analisar as percepções dos estudantes do Mestrado Profissional em Educação Profissional e Tecnológica (ProfEPT) quanto às contribuições da disciplina Teorias e Práticas do Ensino e Aprendizagem (TPEA) como espaço de Formação. Caracteriza-se como de abordagem qualitativa, do tipo exploratória. A coleta dos dados ocorreu por intermédio da revisão da literatura e a aplicação de questionários a 23 mestrandos. A análise dos questionários foi realizada por meio da análise de conteúdo, na perspectiva de Bardin (2011). Os procedimentos de organização dos questionários possibilitaram a identificação de duas categorias iniciais referentes as contribuições da TPEA como espaço de Formação para a EPT: i) na proposta das Atividades Pedagógicas Não Presenciais (APNPs) e ii) na aprendizagem do mestrando. A experiência nos mostrou que a proposta pedagógica teve destaque em quatro princípios básicos: i) da autonomia; ii) da pesquisa; iii) da interação; e iv) da colaboração. Mediante esses princípios, promoveu-se nos mestrandos múltiplas aprendizagens: i) aprofundamento teórico; ii) a construção coletiva; iii) a reflexão crítica; e iv) a autoria e a coautoria nos envolvidos no processo. Com o processo analítico, concluímos que é necessário pluralizar e individualizar a ação mediacional, recorrendo a princípios e estratégias intervencionais, que podem ser relevantes na aprendizagem.Programa de Pós-Graduação em Educação da UFC2020-10-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.ufc.br/labor/article/view/6020810.29148/labor.v1i24.60208Revista Labor; v. 1 n. 24 (2020): Labor; 250-2721983-5000reponame:Revista Laborinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.periodicos.ufc.br/labor/article/view/60208/162278Copyright (c) 2020 Revista Laborinfo:eu-repo/semantics/openAccess Machado, Mércia Freire Rocha Cordeiro Xavier, Cristine Roberta Piassetta 2020-11-18T13:05:33Zoai:periodicos.ufc:article/60208Revistahttp://www.revistalabor.ufc.br/PUBhttp://www.periodicos.ufc.br/index.php/Labor/oai||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br1983-50001983-5000opendoar:2020-11-18T13:05:33Revista Labor - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios Aportes de la asignatura Teorías y Prácticas de Enseñanza y Aprendizaje en el proceso de formación de estudiantes del Máster en Educación Profesional y Tecnológica:: aprendizaje múltiple en escenarios de pandemia Contribuições da disciplina Teorias e Práticas do Ensino e Aprendizagem no processo de formação de mestrandos da Educação Profissional e Tecnológica:: aprendizagens múltiplas em cenários de pandemia |
title |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios |
spellingShingle |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios Machado, Mércia Freire Rocha Cordeiro Theory and Practice of Teaching and Learning. Professional Master's. Professional and Technological Education. Training Space. ProfEPT. Teoría y práctica de la enseñanza y el aprendizaje. Máster profesional. Educación profesional y tecnológica. Espacio de entrenamiento. ProfEPT. Teoria e Prática do Ensino e Aprendizagem. Mestrado Profissional. Educação Profissional e Tecnológica. Espaço de Formação. ProfEPT. Formação e práticas docentes na EPT |
title_short |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios |
title_full |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios |
title_fullStr |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios |
title_full_unstemmed |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios |
title_sort |
Contributions of the subject Theories and Practices of Teaching and Learning in the process of training masters students in Professional and Technological Education:: multiple learning in pandemic scenarios |
author |
Machado, Mércia Freire Rocha Cordeiro |
author_facet |
Machado, Mércia Freire Rocha Cordeiro Xavier, Cristine Roberta Piassetta |
author_role |
author |
author2 |
Xavier, Cristine Roberta Piassetta |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Machado, Mércia Freire Rocha Cordeiro Xavier, Cristine Roberta Piassetta |
dc.subject.por.fl_str_mv |
Theory and Practice of Teaching and Learning. Professional Master's. Professional and Technological Education. Training Space. ProfEPT. Teoría y práctica de la enseñanza y el aprendizaje. Máster profesional. Educación profesional y tecnológica. Espacio de entrenamiento. ProfEPT. Teoria e Prática do Ensino e Aprendizagem. Mestrado Profissional. Educação Profissional e Tecnológica. Espaço de Formação. ProfEPT. Formação e práticas docentes na EPT |
topic |
Theory and Practice of Teaching and Learning. Professional Master's. Professional and Technological Education. Training Space. ProfEPT. Teoría y práctica de la enseñanza y el aprendizaje. Máster profesional. Educación profesional y tecnológica. Espacio de entrenamiento. ProfEPT. Teoria e Prática do Ensino e Aprendizagem. Mestrado Profissional. Educação Profissional e Tecnológica. Espaço de Formação. ProfEPT. Formação e práticas docentes na EPT |
description |
This article seeks to analyze the perceptions of the students of the Professional Master in Professional and Technological Education (ProfEPT) regarding the contributions of the discipline Theories and Practices of Teaching and Learning (TPEA) as a training space. It is characterized as a qualitative, exploratory approach. Data collection occurred through a literature review and questionnaires in 23 strata. An analysis of the questionnaires was carried out through content analysis, from the perspective of Bardin (2011). The procedures for organizing the questionnaires made it possible to identify two initial categories referring to the contributions of TPEA as a training space for EFA: i) in the proposal for Non-Presential Pedagogical Activities (APNPs) and ii) in the student's learning. Experience has shown us that the pedagogical proposal was highlighted in four basic principles: i) autonomy; ii) research; iii) interaction; and iv) collaboration. Through these principles, multiple apprenticeships were promoted in the master's students: i) theoretical deepening; ii) collective construction; iii) critical reflection; and iv) authorship and co-authorship in those involved in the process. With the analytical process, we conclude that it is necessary to pluralize and individualize mediation action, using interventional principles and strategies, which can be relevant in learning. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-19 |
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 |
http://www.periodicos.ufc.br/labor/article/view/60208 10.29148/labor.v1i24.60208 |
url |
http://www.periodicos.ufc.br/labor/article/view/60208 |
identifier_str_mv |
10.29148/labor.v1i24.60208 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.ufc.br/labor/article/view/60208/162278 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Labor info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Labor |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação da UFC |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação da UFC |
dc.source.none.fl_str_mv |
Revista Labor; v. 1 n. 24 (2020): Labor; 250-272 1983-5000 reponame:Revista Labor instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Revista Labor |
collection |
Revista Labor |
repository.name.fl_str_mv |
Revista Labor - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br |
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1809454506705944576 |