PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1191 |
Resumo: | This dissertation addressed issues related to pedagogical practice in the teaching of Humanities in times of the coronavirus (COVID-19) pandemic. Therefore, the work was based on authors such as: Rouanet (1987), Kenski (2012), Nussbaum (2015), Ordine (2016), Fava (2020), among others. The study problem was based on the following question: To what extent did the COVID-19 pandemic impact the pedagogical practice in the teaching of Humanities at Colégio Militar de Santa Maria (CMSM)? The objective was to analyze the impacts of the COVID-19 pandemic on the pedagogical practice of Humanities teachers at Colégio Militar de Santa Maria/RS. The research had a qualitative approach of the case study type, with methodological procedures based on documentary and bibliographical research. As for the procedures for data collection, information was collected within the scope of the CMSM through the application of a questionnaire to 8 (eight) professors of the Humanities disciplines (Geography, History, Philosophy and Sociology). As a result, a historical overview of the creation of military colleges and the presentation of the organizational and pedagogical structure of the CMSM were presented. It was verified that the CMSM curricular proposal is aligned with the vision of how the Brazilian Army understands the integral formation of the student (“the ideal student”) and the way of leading him to the job market. However, it is necessary to take a cautious look at the preparatory character that is being proposed in the curricular matrix, because by stimulating training focused on professional demands (job market), it ends up prioritizing Exact Sciences disciplines to the detriment of Human Sciences. The results also showed that the pandemic impacted the way teachers conduct pedagogical mediation, the way they carry out didactic planning, assessment activities carried out in remote environments, emotional behavior, and the level of engagement of students in school activities. It was concluded that the impacts caused by the pandemic on the pedagogical practice of research participants brought a series of challenges to teachers. Thus, the need for a constant review of teacher training policies was pointed out to overcome the educational challenges of the post-pandemic world. These training policies need to be re elaborated jointly by society, education professionals and public managers, listening carefully to everyone's demands. With the research, the need for continuous improvement of school management processes and teaching practices offered in the CMSM is evident, since they need to be aligned with the demands of 21st century education, providing the development of students' multiple intelligences and the appropriation of technological resources critically in school activities. In this sense, active teaching methodologies can contribute to teachers' pedagogical practices and help motivate and engage students. |
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Santos, Eliane Aparecida Galvão dosKirsch, Deise BeckerZanella, Diego CarlosJunior, Ivan de Freitas Vasconcelos2023-06-30T13:03:49Z2023-03-31Junior, Ivan de Freitas Vasconcelos. PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA. 2023. 123f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS.http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1191This dissertation addressed issues related to pedagogical practice in the teaching of Humanities in times of the coronavirus (COVID-19) pandemic. Therefore, the work was based on authors such as: Rouanet (1987), Kenski (2012), Nussbaum (2015), Ordine (2016), Fava (2020), among others. The study problem was based on the following question: To what extent did the COVID-19 pandemic impact the pedagogical practice in the teaching of Humanities at Colégio Militar de Santa Maria (CMSM)? The objective was to analyze the impacts of the COVID-19 pandemic on the pedagogical practice of Humanities teachers at Colégio Militar de Santa Maria/RS. The research had a qualitative approach of the case study type, with methodological procedures based on documentary and bibliographical research. As for the procedures for data collection, information was collected within the scope of the CMSM through the application of a questionnaire to 8 (eight) professors of the Humanities disciplines (Geography, History, Philosophy and Sociology). As a result, a historical overview of the creation of military colleges and the presentation of the organizational and pedagogical structure of the CMSM were presented. It was verified that the CMSM curricular proposal is aligned with the vision of how the Brazilian Army understands the integral formation of the student (“the ideal student”) and the way of leading him to the job market. However, it is necessary to take a cautious look at the preparatory character that is being proposed in the curricular matrix, because by stimulating training focused on professional demands (job market), it ends up prioritizing Exact Sciences disciplines to the detriment of Human Sciences. The results also showed that the pandemic impacted the way teachers conduct pedagogical mediation, the way they carry out didactic planning, assessment activities carried out in remote environments, emotional behavior, and the level of engagement of students in school activities. It was concluded that the impacts caused by the pandemic on the pedagogical practice of research participants brought a series of challenges to teachers. Thus, the need for a constant review of teacher training policies was pointed out to overcome the educational challenges of the post-pandemic world. These training policies need to be re elaborated jointly by society, education professionals and public managers, listening carefully to everyone's demands. With the research, the need for continuous improvement of school management processes and teaching practices offered in the CMSM is evident, since they need to be aligned with the demands of 21st century education, providing the development of students' multiple intelligences and the appropriation of technological resources critically in school activities. In this sense, active teaching methodologies can contribute to teachers' pedagogical practices and help motivate and engage students.Esta dissertação abordou questões relacionadas à prática pedagógica no ensino de Humanidades em tempos da pandemia do coronavírus (COVID-19). Para tanto, o trabalho foi fundamentado em autores como: Rouanet (1987), Kenski (2012), Nussbaum (2015), Ordine (2016), Fava (2020), entre outros. O problema de estudo pautou-se no seguinte questionamento: Em que medida a pandemia de COVID-19 impactou a prática pedagógica no ensino de Humanidades do Colégio Militar de Santa Maria (CMSM)? O objetivo foi analisar os impactos da pandemia de COVID-19 na prática pedagógica dos docentes de Humanidades do Colégio Militar de Santa Maria/RS. A pesquisa foi de abordagem qualitativa do tipo estudo de caso, com procedimentos metodológicos baseados em pesquisas documentais e bibliográficas. Quanto aos procedimentos para coleta de dados, coletaram-se informações no âmbito do CMSM por meio da aplicação de um questionário para 8 (oito) professores das disciplinas de Humanidades (Geografia, História, Filosofia e Sociologia). Como resultados, trouxe-se um panorama histórico da criação dos colégios militares e a apresentação da estrutura organizacional e pedagógica do CMSM. Verificou-se que a proposta curricular do CMSM está alinhada à visão de como o Exército Brasileiro entende a formação integral do estudante (“o aluno ideal”) e à maneira de conduzi-lo ao mercado de trabalho. No entanto, é preciso um olhar cauteloso acerca do caráter preparatório que está sendo proposto na matriz curricular, pois ao estimular uma formação voltada às demandas profissionais (mercado de trabalho), acaba-se por priorizar as disciplinas das Ciências Exatas em detrimento às Ciências Humanas. Os resultados também mostraram que a pandemia impactou o modo de conduzir a mediação pedagógica pelos professores, a maneira de realização dos planejamentos didáticos, as atividades avaliativas realizadas em ambientes remotos, o comportamento emocional e o nível de engajamento dos estudantes nas atividades escolares. Concluiu-se que os impactos causados pela pandemia à prática pedagógica dos participantes da pesquisa trouxeram uma série de desafios aos docentes. Desse modo, apontou-se a necessidade de uma revisão constante das políticas de formação de professores de modo a superar os desafios educacionais do mundo pós-pandêmico. Essas políticas de formação precisam ser reelaboradas de maneira conjunta entre a sociedade, os profissionais da educação e os gestores públicos, ouvindo atentamente as demandas de todos. Com a pesquisa, fica evidente a necessidade de melhoria contínua dos processos da gestão escolar e das práticas de ensino oferecidas no CMSM, já que elas precisam estar alinhadas às demandas da educação do século XXI, proporcionando o desenvolvimento das múltiplas inteligências dos alunos e a apropriação de recursos tecnológicos de maneira crítica nas atividades escolares. Nesse sentido, as metodologias ativas de ensino podem contribuir nas práticas pedagógicas dos professores e auxiliar na motivação e no engajamento dos estudantes.Submitted by Clarice Rosa Machado (clarice.machado@ufn.edu.br) on 2023-06-30T13:03:49Z No. of bitstreams: 2 Dissertacao_IvandeFreitasVasconcelosJunior_Tede.pdf: 2821720 bytes, checksum: 2f4087240a28611880af9fb436b9abd6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-06-30T13:03:49Z (GMT). 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dc.title.por.fl_str_mv |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
title |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
spellingShingle |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA Junior, Ivan de Freitas Vasconcelos COVID-19; ensino militar; ensino remoto; paideia digital; formação de professores. COVID-19; military education; remote teaching; digital paideia; teacher training. Humanidades e Linguagens |
title_short |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
title_full |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
title_fullStr |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
title_full_unstemmed |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
title_sort |
PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA |
author |
Junior, Ivan de Freitas Vasconcelos |
author_facet |
Junior, Ivan de Freitas Vasconcelos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.referee1.fl_str_mv |
Kirsch, Deise Becker |
dc.contributor.referee2.fl_str_mv |
Zanella, Diego Carlos |
dc.contributor.author.fl_str_mv |
Junior, Ivan de Freitas Vasconcelos |
contributor_str_mv |
Santos, Eliane Aparecida Galvão dos Kirsch, Deise Becker Zanella, Diego Carlos |
dc.subject.por.fl_str_mv |
COVID-19; ensino militar; ensino remoto; paideia digital; formação de professores. |
topic |
COVID-19; ensino militar; ensino remoto; paideia digital; formação de professores. COVID-19; military education; remote teaching; digital paideia; teacher training. Humanidades e Linguagens |
dc.subject.eng.fl_str_mv |
COVID-19; military education; remote teaching; digital paideia; teacher training. |
dc.subject.cnpq.fl_str_mv |
Humanidades e Linguagens |
description |
This dissertation addressed issues related to pedagogical practice in the teaching of Humanities in times of the coronavirus (COVID-19) pandemic. Therefore, the work was based on authors such as: Rouanet (1987), Kenski (2012), Nussbaum (2015), Ordine (2016), Fava (2020), among others. The study problem was based on the following question: To what extent did the COVID-19 pandemic impact the pedagogical practice in the teaching of Humanities at Colégio Militar de Santa Maria (CMSM)? The objective was to analyze the impacts of the COVID-19 pandemic on the pedagogical practice of Humanities teachers at Colégio Militar de Santa Maria/RS. The research had a qualitative approach of the case study type, with methodological procedures based on documentary and bibliographical research. As for the procedures for data collection, information was collected within the scope of the CMSM through the application of a questionnaire to 8 (eight) professors of the Humanities disciplines (Geography, History, Philosophy and Sociology). As a result, a historical overview of the creation of military colleges and the presentation of the organizational and pedagogical structure of the CMSM were presented. It was verified that the CMSM curricular proposal is aligned with the vision of how the Brazilian Army understands the integral formation of the student (“the ideal student”) and the way of leading him to the job market. However, it is necessary to take a cautious look at the preparatory character that is being proposed in the curricular matrix, because by stimulating training focused on professional demands (job market), it ends up prioritizing Exact Sciences disciplines to the detriment of Human Sciences. The results also showed that the pandemic impacted the way teachers conduct pedagogical mediation, the way they carry out didactic planning, assessment activities carried out in remote environments, emotional behavior, and the level of engagement of students in school activities. It was concluded that the impacts caused by the pandemic on the pedagogical practice of research participants brought a series of challenges to teachers. Thus, the need for a constant review of teacher training policies was pointed out to overcome the educational challenges of the post-pandemic world. These training policies need to be re elaborated jointly by society, education professionals and public managers, listening carefully to everyone's demands. With the research, the need for continuous improvement of school management processes and teaching practices offered in the CMSM is evident, since they need to be aligned with the demands of 21st century education, providing the development of students' multiple intelligences and the appropriation of technological resources critically in school activities. In this sense, active teaching methodologies can contribute to teachers' pedagogical practices and help motivate and engage students. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-06-30T13:03:49Z |
dc.date.issued.fl_str_mv |
2023-03-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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Junior, Ivan de Freitas Vasconcelos. PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA. 2023. 123f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS. |
dc.identifier.uri.fl_str_mv |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1191 |
identifier_str_mv |
Junior, Ivan de Freitas Vasconcelos. PRÁTICA PEDAGÓGICA EM TEMPOS DE PANDEMIA: UM ESTUDO SOBRE O ENSINO DAS HUMANIDADES NO COLÉGIO MILITAR DE SANTA MARIA. 2023. 123f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS. |
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