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

• Autor(a) principal: Machado, Mércia Freire Rocha Cordeiro
• Data de Publicação: 2020
• Outros Autores: Xavier, Cristine Roberta Piassetta
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Labor
• Texto Completo: http://www.periodicos.ufc.br/labor/article/view/60208
• 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

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.