Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2411 |
Resumo: | In line with the moment of restructuring of the basic education in Brazil, based on educational, progressive and innovative paradigms with which the student is motivated to lead his own learning, the present work, considering the problem of the discouragement of students from a state high school located in the city of Cuiabá, brought as a research question whether Collaborative Active Learning, worked in the context of the STEAM approach, contributes to the process of Scientific Education of those students, in the Nature Sciences, Arts and Mathematics areas. This used methodology tends to be a dynamic form and in line with the new models proposed by the Ministry of Education in its Common Basic National Curriculum document and the State Secretariat of Education, Sport and Leisure of Mato Grosso, and also as provided in the Curricular Reference Document for Mato Grosso. Active learning methods become mandatory not only in specific activities, but also in activities integrated into the curriculum, instigating us to propose the use of some elements of the Integrative Education model in the context of STEAM as a possibility of transdisciplinary restructuring of practices for high school, which allows students to create and experience knowledge. In this context, it was proposed as a general objective, develop research that results in guidelines for the use of the active methods in the STEAM approach, and also that makes it possible to understand the complexity of the contemporary world, so as to enable thinking for a paradigmatic transition in the high school level. Thus, along the year 2019, an Integrative Investigative Didactic Sequence was developed with high school students and teachers of this school located in Cuiabá municipality, a reference in the State of Mato Grosso among students, considering the knowledge areas employed in STEAM approach (Sciences, Technology, Engineering, Arts and Mathematics), focusing on transdisciplinary biological aspects, employing the city of Cuiabá as a Potential Didactic Unit, reinforcing the use of non-schooled learning spaces. The results showed that STEAM is a promising approach for both biology teaching and other areas of knowledge, especially those that complement it, considering the data obtained in the evaluations of the proposal made by students and teachers from different areas of knowledge. |
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Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MTEnsino de biologiaInovaçãoAprendizagem ativa colaborativaCNPQ::CIENCIAS BIOLOGICASBiology teachingInnovationCollaborative active learningIn line with the moment of restructuring of the basic education in Brazil, based on educational, progressive and innovative paradigms with which the student is motivated to lead his own learning, the present work, considering the problem of the discouragement of students from a state high school located in the city of Cuiabá, brought as a research question whether Collaborative Active Learning, worked in the context of the STEAM approach, contributes to the process of Scientific Education of those students, in the Nature Sciences, Arts and Mathematics areas. This used methodology tends to be a dynamic form and in line with the new models proposed by the Ministry of Education in its Common Basic National Curriculum document and the State Secretariat of Education, Sport and Leisure of Mato Grosso, and also as provided in the Curricular Reference Document for Mato Grosso. Active learning methods become mandatory not only in specific activities, but also in activities integrated into the curriculum, instigating us to propose the use of some elements of the Integrative Education model in the context of STEAM as a possibility of transdisciplinary restructuring of practices for high school, which allows students to create and experience knowledge. In this context, it was proposed as a general objective, develop research that results in guidelines for the use of the active methods in the STEAM approach, and also that makes it possible to understand the complexity of the contemporary world, so as to enable thinking for a paradigmatic transition in the high school level. Thus, along the year 2019, an Integrative Investigative Didactic Sequence was developed with high school students and teachers of this school located in Cuiabá municipality, a reference in the State of Mato Grosso among students, considering the knowledge areas employed in STEAM approach (Sciences, Technology, Engineering, Arts and Mathematics), focusing on transdisciplinary biological aspects, employing the city of Cuiabá as a Potential Didactic Unit, reinforcing the use of non-schooled learning spaces. The results showed that STEAM is a promising approach for both biology teaching and other areas of knowledge, especially those that complement it, considering the data obtained in the evaluations of the proposal made by students and teachers from different areas of knowledge.Em consonância com o momento de reestruturação do ensino básico no Brasil, a partir de paradigmas educacionais, progressistas e inovadores, com os quais o alunado é motivado a protagonizar sua própria aprendizagem, o presente trabalho, considerando a problemática do desestímulo de alunos do ensino médio de uma escola estadual de Cuiabá, trouxe como pergunta de pesquisa se a Aprendizagem Ativa Colaborativa, trabalhada dentro da abordagem STEAM, contribui no processo de Educação Científica no ensino médio, no âmbito da área de Ciências da Natureza, Artes e Matemática. Esta metodologia utilizada tende a ser uma forma dinâmica e em sintonia com os novos modelos propostos pelo Ministério da Educação em sua Base Nacional Curricular Comum e pela Secretaria de Estado de Educação, Esporte e Lazer de Mato Grosso. Os métodos de aprendizagem ativa passam a ser obrigatórios não só em atividades pontuais, mas também nas atividades integradas ao currículo, instigando-nos a propor o uso de alguns elementos do modelo de Educação Integrativa STEAM como uma possibilidade de reestruturação interdisciplinar das práticas para o Ensino Médio, que permite ao estudante criar e experimentar o conhecimento. Nesse contexto, foi desenvolvida uma Sequência Didática Investigativa Integrativa com estudantes e professores de tal escola estadual, referência no Estado de Mato Grosso, no ano de 2019, com seus estudantes de ensino médio, considerando as áreas do conhecimento empregadas na STEAM (Ciências, Tecnologia, Engenharia, Artes e Matemática), com foco em aspectos biológicos transdisciplinares, empregando a cidade de Cuiabá como uma Unidade Potencial Didática, reforçando o uso de espaços de aprendizagem não escolarizados. Os resultados mostraram que a STEAM é uma abordagem promissora tanto para o Ensino de Biologia quanto para as demais áreas do conhecimento, especialmente aquelas que a compõem, considerando os dados obtidos nas avaliações da proposta feita pelos estudantes e professores de diferentes áreas do conhecimento.Universidade Federal de Mato GrossoBrasilInstituto de Biociências (IB)UFMT CUC - CuiabáPrograma de Pós-Graduação Mestrado Profissional em Ensino de Biologia em Rede Nacional - PROFBIOHardoim, Edna Lopeshttp://lattes.cnpq.br/7813077353342953Hardoim, Edna Lopes663.553.117-34http://lattes.cnpq.br/7813077353342953Miyazaki, Rosina Djunko231.209.759-15http://lattes.cnpq.br/5247423488004126663.553.117-34Mello, Geison Jader283.851.558-64http://lattes.cnpq.br/9794369843997713Mansilla, Debora Erileia Pedrotti569.620.701-44http://lattes.cnpq.br/7018286591963865Vuerzler, Hugo Loriano2021-04-30T12:37:21Z2021-02-182021-04-30T12:37:21Z2020-12-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisVUERZLER, Hugo Loriano. Modelo de educação integrativa: a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT. 2020. 127 f. Dissertação (Mestrado Profissional em Ensino de Biologia) - Universidade Federal de Mato Grosso, Instituto de Biociências, Cuiabá, 2020.http://ri.ufmt.br/handle/1/2411porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-06-26T14:48:06Zoai:localhost:1/2411Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-06-26T14:48:06Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
title |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
spellingShingle |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT Vuerzler, Hugo Loriano Ensino de biologia Inovação Aprendizagem ativa colaborativa CNPQ::CIENCIAS BIOLOGICAS Biology teaching Innovation Collaborative active learning |
title_short |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
title_full |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
title_fullStr |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
title_full_unstemmed |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
title_sort |
Modelo de educação integrativa : a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT |
author |
Vuerzler, Hugo Loriano |
author_facet |
Vuerzler, Hugo Loriano |
author_role |
author |
dc.contributor.none.fl_str_mv |
Hardoim, Edna Lopes http://lattes.cnpq.br/7813077353342953 Hardoim, Edna Lopes 663.553.117-34 http://lattes.cnpq.br/7813077353342953 Miyazaki, Rosina Djunko 231.209.759-15 http://lattes.cnpq.br/5247423488004126 663.553.117-34 Mello, Geison Jader 283.851.558-64 http://lattes.cnpq.br/9794369843997713 Mansilla, Debora Erileia Pedrotti 569.620.701-44 http://lattes.cnpq.br/7018286591963865 |
dc.contributor.author.fl_str_mv |
Vuerzler, Hugo Loriano |
dc.subject.por.fl_str_mv |
Ensino de biologia Inovação Aprendizagem ativa colaborativa CNPQ::CIENCIAS BIOLOGICAS Biology teaching Innovation Collaborative active learning |
topic |
Ensino de biologia Inovação Aprendizagem ativa colaborativa CNPQ::CIENCIAS BIOLOGICAS Biology teaching Innovation Collaborative active learning |
description |
In line with the moment of restructuring of the basic education in Brazil, based on educational, progressive and innovative paradigms with which the student is motivated to lead his own learning, the present work, considering the problem of the discouragement of students from a state high school located in the city of Cuiabá, brought as a research question whether Collaborative Active Learning, worked in the context of the STEAM approach, contributes to the process of Scientific Education of those students, in the Nature Sciences, Arts and Mathematics areas. This used methodology tends to be a dynamic form and in line with the new models proposed by the Ministry of Education in its Common Basic National Curriculum document and the State Secretariat of Education, Sport and Leisure of Mato Grosso, and also as provided in the Curricular Reference Document for Mato Grosso. Active learning methods become mandatory not only in specific activities, but also in activities integrated into the curriculum, instigating us to propose the use of some elements of the Integrative Education model in the context of STEAM as a possibility of transdisciplinary restructuring of practices for high school, which allows students to create and experience knowledge. In this context, it was proposed as a general objective, develop research that results in guidelines for the use of the active methods in the STEAM approach, and also that makes it possible to understand the complexity of the contemporary world, so as to enable thinking for a paradigmatic transition in the high school level. Thus, along the year 2019, an Integrative Investigative Didactic Sequence was developed with high school students and teachers of this school located in Cuiabá municipality, a reference in the State of Mato Grosso among students, considering the knowledge areas employed in STEAM approach (Sciences, Technology, Engineering, Arts and Mathematics), focusing on transdisciplinary biological aspects, employing the city of Cuiabá as a Potential Didactic Unit, reinforcing the use of non-schooled learning spaces. The results showed that STEAM is a promising approach for both biology teaching and other areas of knowledge, especially those that complement it, considering the data obtained in the evaluations of the proposal made by students and teachers from different areas of knowledge. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-09 2021-04-30T12:37:21Z 2021-02-18 2021-04-30T12:37:21Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
VUERZLER, Hugo Loriano. Modelo de educação integrativa: a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT. 2020. 127 f. Dissertação (Mestrado Profissional em Ensino de Biologia) - Universidade Federal de Mato Grosso, Instituto de Biociências, Cuiabá, 2020. http://ri.ufmt.br/handle/1/2411 |
identifier_str_mv |
VUERZLER, Hugo Loriano. Modelo de educação integrativa: a abordagem STEAM em uma proposta de ensino investigativo experienciado em uma escola estadual, Cuiabá, MT. 2020. 127 f. Dissertação (Mestrado Profissional em Ensino de Biologia) - Universidade Federal de Mato Grosso, Instituto de Biociências, Cuiabá, 2020. |
url |
http://ri.ufmt.br/handle/1/2411 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Biociências (IB) UFMT CUC - Cuiabá Programa de Pós-Graduação Mestrado Profissional em Ensino de Biologia em Rede Nacional - PROFBIO |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Biociências (IB) UFMT CUC - Cuiabá Programa de Pós-Graduação Mestrado Profissional em Ensino de Biologia em Rede Nacional - PROFBIO |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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