The use of the problem-solving methodology for the development of an integrating project in the pedagogy course

Detalhes bibliográficos
Autor(a) principal: Darius, Rebeca Pizza Pancotte
Data de Publicação: 2017
Outros Autores: Lopes, Betania Jacob Stange
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/9809
Resumo: This study is an integrated part of a research that focuses on the teaching process for a Pedagogy course. Facing the need for innovation in Higher Education, aiming at actions that exceeds the transmission/acquisition of technical-scientific knowledge, the Problem-Solving Methodology, with the Maguire Arch, was taken as a possible alternative for the professional training process. The accomplishment of this study was aimed at verifying the students’ perception regarding the development of the Arch steps, as well as learning from this proposal and the advantages and disadvantages perceived by them. The study involved students from the Pedagogy course from a university complex in a small city in the metropolitan region of Campinas, State of São Paulo. The case study was based on a questionnaire and observation for information collection. The analysis of the data revealed that the elements related to the students’ speeches coincide with the main objectives of the steps of Maguire Arch. It also shows that there has been much learning, of various natures, resulting from the implementation of the Problem-Solving-Methodology. The Analysis of the data also showed that there were many advantages and disadvantages arising from this context. They were analyzed, not as unfavorable, but as complements and interdependent to perceive the results of the work done with this group of students.
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spelling The use of the problem-solving methodology for the development of an integrating project in the pedagogy courseEl uso la metodología de la problematización para el desarrollo del proyecto integrador en pedagogía cusoO uso da metodologia da problematização para o desenvolvimento de projeto integrador no curso de pedagogiaActive methodologies. Problem-solving methodology. Higher education.Metodologías activas. Metodología de la problematización. Educación Universitaria.Metodologias ativas. Metodologia da problematização. Ensino superior.This study is an integrated part of a research that focuses on the teaching process for a Pedagogy course. Facing the need for innovation in Higher Education, aiming at actions that exceeds the transmission/acquisition of technical-scientific knowledge, the Problem-Solving Methodology, with the Maguire Arch, was taken as a possible alternative for the professional training process. The accomplishment of this study was aimed at verifying the students’ perception regarding the development of the Arch steps, as well as learning from this proposal and the advantages and disadvantages perceived by them. The study involved students from the Pedagogy course from a university complex in a small city in the metropolitan region of Campinas, State of São Paulo. The case study was based on a questionnaire and observation for information collection. The analysis of the data revealed that the elements related to the students’ speeches coincide with the main objectives of the steps of Maguire Arch. It also shows that there has been much learning, of various natures, resulting from the implementation of the Problem-Solving-Methodology. The Analysis of the data also showed that there were many advantages and disadvantages arising from this context. They were analyzed, not as unfavorable, but as complements and interdependent to perceive the results of the work done with this group of students.Este estudio es parte integrante de una investigación que enfoca el proceso de enseñanza en un curso de Pedagogía. Ante la necesidad de innovación en la educación universitaria, objetivando acciones que sobrepasen la transmisión / adquisición de conocimientos técnico-científicos, se tomó la Metodología de la Problematización con el arco de Maguerez como una alternativa posible al proceso de formación profesional. La realización de este estudio objetivó verificar la percepción de los académicos en cuanto al desarrollo de las etapas del Arco, así como los aprendizajes resultantes de esta propuesta, las ventajas y desventajas percibidas por ellos. El estudio se realizó con alumnos del segundo semestre del Curso de Pedagogía del centro universitario de una ciudad de pequeño porte en la región metropolitana de Campinas, Estado de São Paulo. El estudio de caso se valió de un cuestionario y observación para la recolección de informaciones. El análisis de los datos reveló que los elementos presentados en los discursos de los alumnos coinciden con los principales objetivos de las etapas del Arco de Maguerez. También reveló que hubo muchos aprendizajes, de variadas naturalezas, resultantes de la implementación de la Metodología de la Problematización. El análisis de los datos demostró ventajas y desventajas derivadas de ese contexto, las cuales fueron analizadas no como aspectos desfavorables, sino como maneras complementarias e interdependientes de percibir los resultados del trabajo efectuado con ese grupo de alumnos.Este estudo é parte integrante de uma pesquisa que focaliza o processo de ensino em um curso de Pedagogia. Diante da necessidade de inovação no Ensino Superior, objetivando ações que ultrapassem a transmissão/aquisição de conhecimentos técnico-científicos, tomou-se a Metodologia da Problematização com o arco de Maguerez como uma alternativa possível para o processo de formação profissional. A realização deste estudo objetivou verificar a percepção dos acadêmicos quanto ao desenvolvimento das etapas do Arco, bem como as aprendizagens decorrentes dessa proposta, as vantagens e desvantagens percebidas por eles. O estudo realizou-se com alunos do segundo semestre do Curso de Pedagogia do centro universitário de uma cidade de pequeno porte na região metropolitana de Campinas, estado de São Paulo. O estudo de caso valeu-se de um questionário e observação para a coleta de informações. A análise dos dados revelou que os elementos apresentados nos discursos dos alunos coincidem com os principais objetivos das etapas do Arco de Maguerez. Revelou ainda que houve muitas aprendizagens, de variadas naturezas, resultantes da implementação da Metodologia da Problematização. A análise dos dados demonstrou vantagens e desvantagens advindas desse contexto, as quais foram analisadas não como aspectos desfavoráveis, mas como maneiras complementares e interdependentes de perceber os resultados do trabalho efetivado com esse grupo de alunos.Faculdade de Ciências e Letras/Unesp2017-03-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/980910.21723/riaee.v12.n2.9809Revista Iberoamericana de Estudios en Educación; v. 12, n. 02, abr-jun (2017); 983-1004Revista Ibero-Americana de Estudos em Educação; v. 12, n. 02, abr-jun (2017); 983-10041982-55872446-860610.21723/riaee.v12.n2.2017reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/9809/6578Copyright (c) 2017 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessDarius, Rebeca Pizza PancotteLopes, Betania Jacob Stange2018-07-27T22:38:53Zoai:ojs.pkp.sfu.ca:article/9809Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2018-07-27T22:38:53Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
El uso la metodología de la problematización para el desarrollo del proyecto integrador en pedagogía cuso
O uso da metodologia da problematização para o desenvolvimento de projeto integrador no curso de pedagogia
title The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
spellingShingle The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
Darius, Rebeca Pizza Pancotte
Active methodologies. Problem-solving methodology. Higher education.
Metodologías activas. Metodología de la problematización. Educación Universitaria.
Metodologias ativas. Metodologia da problematização. Ensino superior.
title_short The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
title_full The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
title_fullStr The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
title_full_unstemmed The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
title_sort The use of the problem-solving methodology for the development of an integrating project in the pedagogy course
author Darius, Rebeca Pizza Pancotte
author_facet Darius, Rebeca Pizza Pancotte
Lopes, Betania Jacob Stange
author_role author
author2 Lopes, Betania Jacob Stange
author2_role author
dc.contributor.author.fl_str_mv Darius, Rebeca Pizza Pancotte
Lopes, Betania Jacob Stange
dc.subject.por.fl_str_mv Active methodologies. Problem-solving methodology. Higher education.
Metodologías activas. Metodología de la problematización. Educación Universitaria.
Metodologias ativas. Metodologia da problematização. Ensino superior.
topic Active methodologies. Problem-solving methodology. Higher education.
Metodologías activas. Metodología de la problematización. Educación Universitaria.
Metodologias ativas. Metodologia da problematização. Ensino superior.
description This study is an integrated part of a research that focuses on the teaching process for a Pedagogy course. Facing the need for innovation in Higher Education, aiming at actions that exceeds the transmission/acquisition of technical-scientific knowledge, the Problem-Solving Methodology, with the Maguire Arch, was taken as a possible alternative for the professional training process. The accomplishment of this study was aimed at verifying the students’ perception regarding the development of the Arch steps, as well as learning from this proposal and the advantages and disadvantages perceived by them. The study involved students from the Pedagogy course from a university complex in a small city in the metropolitan region of Campinas, State of São Paulo. The case study was based on a questionnaire and observation for information collection. The analysis of the data revealed that the elements related to the students’ speeches coincide with the main objectives of the steps of Maguire Arch. It also shows that there has been much learning, of various natures, resulting from the implementation of the Problem-Solving-Methodology. The Analysis of the data also showed that there were many advantages and disadvantages arising from this context. They were analyzed, not as unfavorable, but as complements and interdependent to perceive the results of the work done with this group of students.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-04
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 https://periodicos.fclar.unesp.br/iberoamericana/article/view/9809
10.21723/riaee.v12.n2.9809
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/9809
identifier_str_mv 10.21723/riaee.v12.n2.9809
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/9809/6578
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Ibero-Americana de Estudos em Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Ibero-Americana de Estudos em Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
publisher.none.fl_str_mv Faculdade de Ciências e Letras/Unesp
dc.source.none.fl_str_mv Revista Iberoamericana de Estudios en Educación; v. 12, n. 02, abr-jun (2017); 983-1004
Revista Ibero-Americana de Estudos em Educação; v. 12, n. 02, abr-jun (2017); 983-1004
1982-5587
2446-8606
10.21723/riaee.v12.n2.2017
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Ibero-Americana de Estudos em Educação (Online)
collection Revista Ibero-Americana de Estudos em Educação (Online)
repository.name.fl_str_mv Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com
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