Problem-based learning: experiences in Professional and Technological Education

Detalhes bibliográficos
Autor(a) principal: Castaman, Ana Sara
Data de Publicação: 2020
Outros Autores: Tommasini, Angélica
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Labor
Texto Completo: http://www.periodicos.ufc.br/labor/article/view/44832
Resumo: This study aims to learn about the concepts of active methodologies in Professional and Technological Education, in order to report the experience of using Problem-Based Learning (PBL) in the context of the National Program for the Integration of Professional Education with Basic Education, in Youth and Adult Modality (PROEJA), in a federal educational institution. Thus, it is guided by a qualitative research, using the bibliographic technique and the experience report. It is divided into 02 (two) sections: a) it discusses active methodologies as a teaching strategy that can enable integral training at EPT; b) reports the experience of PBL in the context of PROEJA. It is concluded that PBL has a dynamic and strategic bias, which can promote collaborative work, creativity, autonomy, flexibility, commitment and oral communication by students, which is in line with institutional objectives.
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spelling Problem-based learning: experiences in Professional and Technological EducationAprendizaje basado en problemas: experiencias en Educación Profesional y TecnológicaAprendizagem baseada em problemas: experiências na Educação Profissional e Tecnológica Professional Education. Teaching. Problem-based learning.Educación professional. Enseñanza. Aprendizaje basado en problemas.Educação Profissional. Ensino. Aprendizagem baseada em problemas.EnsinoThis study aims to learn about the concepts of active methodologies in Professional and Technological Education, in order to report the experience of using Problem-Based Learning (PBL) in the context of the National Program for the Integration of Professional Education with Basic Education, in Youth and Adult Modality (PROEJA), in a federal educational institution. Thus, it is guided by a qualitative research, using the bibliographic technique and the experience report. It is divided into 02 (two) sections: a) it discusses active methodologies as a teaching strategy that can enable integral training at EPT; b) reports the experience of PBL in the context of PROEJA. It is concluded that PBL has a dynamic and strategic bias, which can promote collaborative work, creativity, autonomy, flexibility, commitment and oral communication by students, which is in line with institutional objectives.Este estudio tiene como objetivo aprender sobre los conceptos de metodologías activas en Educación Profesional y Tecnológica, para informar la experiencia de usar el Aprendizaje Basado en Problemas (PBL) en el contexto del Programa Nacional para la Integración de la Educación Profesional con la Educación Básica. en Modalidad de Jóvenes y Adultos (PROEJA), en una institución educativa federal. Por lo tanto, se guía por una investigación cualitativa, utilizando la técnica bibliográfica y el informe de la experiencia. Se divide en 02 (dos) secciones: a) discute las metodologías activas como una estrategia de enseñanza que puede permitir la capacitación integral en el EPT; b) informa la experiencia de PBL en el contexto de PROEJA. Se concluye que PBL tiene un sesgo dinámico y estratégico, que puede promover el trabajo colaborativo, la creatividad, la autonomía, la flexibilidad, el compromiso y la comunicación oral de los estudiantes, lo que está en línea con los objetivos institucionales.O presente estudo tem como objetivo conhecer acerca dos conceitos de metodologias ativas na Educação Profissional e Tecnológica, de modo a relatar a experiência do uso da Aprendizagem Baseada em Problemas (ABP) no contexto do Programa Nacional de Integração da Educação Profissional com a Educação Básica, na Modalidade de Jovens e Adultos (PROEJA), em uma instituição de ensino federal. Assim, pauta-se em uma pesquisa qualitativa, por meio da técnica bibliográfica e do relato de experiência. Está dividido em 02 (duas) seções: a) discute sobre as metodologias ativas como uma estratégia de ensino que pode viabilizar a formação integral na EPT; b) relata a experiência da ABP no contexto do PROEJA. Conclui-se que a ABP possui um viés dinâmico e estratégico, que pode promover o trabalho colaborativo, a criatividade, a autonomia, a flexibilidade, o comprometimento e a comunicação oral dos estudantes, o que está em consonância aos objetivos institucionais.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/4483210.29148/labor.v1i24.44832Revista Labor; v. 1 n. 24 (2020): Labor; 43-611983-5000reponame:Revista Laborinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.periodicos.ufc.br/labor/article/view/44832/162269Copyright (c) 2020 Revista Laborinfo:eu-repo/semantics/openAccessCastaman, Ana SaraTommasini, Angélica2020-11-08T23:23:09Zoai:periodicos.ufc:article/44832Revistahttp://www.revistalabor.ufc.br/PUBhttp://www.periodicos.ufc.br/index.php/Labor/oai||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br1983-50001983-5000opendoar:2020-11-08T23:23:09Revista Labor - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Problem-based learning: experiences in Professional and Technological Education
Aprendizaje basado en problemas: experiencias en Educación Profesional y Tecnológica
Aprendizagem baseada em problemas: experiências na Educação Profissional e Tecnológica
title Problem-based learning: experiences in Professional and Technological Education
spellingShingle Problem-based learning: experiences in Professional and Technological Education
Castaman, Ana Sara
Professional Education. Teaching. Problem-based learning.
Educación professional. Enseñanza. Aprendizaje basado en problemas.
Educação Profissional. Ensino. Aprendizagem baseada em problemas.
Ensino
title_short Problem-based learning: experiences in Professional and Technological Education
title_full Problem-based learning: experiences in Professional and Technological Education
title_fullStr Problem-based learning: experiences in Professional and Technological Education
title_full_unstemmed Problem-based learning: experiences in Professional and Technological Education
title_sort Problem-based learning: experiences in Professional and Technological Education
author Castaman, Ana Sara
author_facet Castaman, Ana Sara
Tommasini, Angélica
author_role author
author2 Tommasini, Angélica
author2_role author
dc.contributor.author.fl_str_mv Castaman, Ana Sara
Tommasini, Angélica
dc.subject.por.fl_str_mv Professional Education. Teaching. Problem-based learning.
Educación professional. Enseñanza. Aprendizaje basado en problemas.
Educação Profissional. Ensino. Aprendizagem baseada em problemas.
Ensino
topic Professional Education. Teaching. Problem-based learning.
Educación professional. Enseñanza. Aprendizaje basado en problemas.
Educação Profissional. Ensino. Aprendizagem baseada em problemas.
Ensino
description This study aims to learn about the concepts of active methodologies in Professional and Technological Education, in order to report the experience of using Problem-Based Learning (PBL) in the context of the National Program for the Integration of Professional Education with Basic Education, in Youth and Adult Modality (PROEJA), in a federal educational institution. Thus, it is guided by a qualitative research, using the bibliographic technique and the experience report. It is divided into 02 (two) sections: a) it discusses active methodologies as a teaching strategy that can enable integral training at EPT; b) reports the experience of PBL in the context of PROEJA. It is concluded that PBL has a dynamic and strategic bias, which can promote collaborative work, creativity, autonomy, flexibility, commitment and oral communication by students, which is in line with institutional objectives.
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/44832
10.29148/labor.v1i24.44832
url http://www.periodicos.ufc.br/labor/article/view/44832
identifier_str_mv 10.29148/labor.v1i24.44832
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.periodicos.ufc.br/labor/article/view/44832/162269
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; 43-61
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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