Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/20348 |
Resumo: | This study of pedagogical practice evidenced the planning adopted during the teaching internship held in the second semester of the course of Formação Pedagógica para Graduados não Licenciados do Instituto Federal Sul-rio-grandense – Câmpus Pelotas, carried out in a class of the Integrated Technical Course in Visual Communication, in the Marketing and Packaging discipline. The proposal of this pedagogical intervention focused on a teaching practice that focused on learning from content that made sense to the student. The theoretical perspective used, with a Marxist background, was based on the bias of the Progressive Tendency “Social-Critical of Content” (Libâneo, 1994). The core of the proposal found an echo in Vygotsky’s theory (1984), stating that the construction of knowledge, disposed in an action of sharing, in a process of mediation between subjects, aiming not to isolate an educational fact from the sociocultural situation of the student. The performance was concluded from a socio-constructivist, interactionist perspective, in which the use of information and development of teaching and learning, in the light of didactics, enhancing educational processes in an omnilateral way, intending that students would be able to enjoy science, art and technique. |
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Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus PelotasIntervención pedagógica: una experiencia docente en el técnico de comunicación visual en IFSul - Câmpus PelotasIntervenção pedagógica: uma experiência de docência no técnico em comunicação visual do IFSul – Câmpus PelotasIntervención pedagógicaPráctica docenteComunidad escolarEnseñanza.Pedagogical interventionTeaching practiceSchool communityTeaching.Intervenção pedagógicaPrática de ensinoComunidade escolarEnsino.This study of pedagogical practice evidenced the planning adopted during the teaching internship held in the second semester of the course of Formação Pedagógica para Graduados não Licenciados do Instituto Federal Sul-rio-grandense – Câmpus Pelotas, carried out in a class of the Integrated Technical Course in Visual Communication, in the Marketing and Packaging discipline. The proposal of this pedagogical intervention focused on a teaching practice that focused on learning from content that made sense to the student. The theoretical perspective used, with a Marxist background, was based on the bias of the Progressive Tendency “Social-Critical of Content” (Libâneo, 1994). The core of the proposal found an echo in Vygotsky’s theory (1984), stating that the construction of knowledge, disposed in an action of sharing, in a process of mediation between subjects, aiming not to isolate an educational fact from the sociocultural situation of the student. The performance was concluded from a socio-constructivist, interactionist perspective, in which the use of information and development of teaching and learning, in the light of didactics, enhancing educational processes in an omnilateral way, intending that students would be able to enjoy science, art and technique.Este estudio de práctica pedagógica evidenció la planificación adoptada durante la pasantía docente realizada en el 2do semestre del Curso de Formação Pedagógica para Graduados não Licenciados do Instituto Federal Sul-rio-grandense – Câmpus Pelotas, realizado en una clase del Curso Técnico Integrado en Comunicación Visual, en la disciplina de Marketing y Envasado. La propuesta de esta intervención pedagógica se centró en una práctica docente que se enfocó en aprender a partir de contenidos que tuvieran sentido para el alumno. La perspectiva teórica utilizada, con un trasfondo marxista, se basó en el sesgo de la Tendencia Progresista "Social-Crítica de Contenidos" (Libâneo, 1994). El núcleo de la propuesta encontró eco en la teoría de Vygotsky (1984), al afirmar que la construcción del conocimiento, dispuesta en una acción de compartir, en un proceso de mediación entre sujetos, para no aislar un hecho educativo de la situación sociocultural de el estudiante. La actuación se concluyó desde una perspectiva socioconstructivista, interaccionista, en la que el uso de las tecnologías de la información y la comunicación en el desarrollo de contextos de enseñanza y aprendizaje, a la luz de la didáctica, potenciando los procesos educativos de manera omnilateral, buscando que los estudiantes pudieran ser capaz de disfrutar de la ciencia, el arte y la técnica.O presente estudo de prática pedagógica evidenciou o planejamento adotado quando do estágio docência realizado no 2º semestre do Curso de Formação Pedagógica para Graduados não Licenciados do Instituto Federal Sul-rio-grandense – Câmpus Pelotas, realizado em uma turma do Curso Técnico Integrado em Comunicação Visual, na disciplina de Marketing e Embalagens. A proposta desta intervenção pedagógica centrou-se em uma prática de ensino que teve como foco a aprendizagem a partir de conteúdos que fizessem sentido para o aluno. A perspectiva teórica utilizada, de fundo marxista, pautou-se no viés da Tendência Progressista "Crítico-social dos conteúdos” (Libâneo, 1994). O cerne da proposta encontrou eco na teoria de Vygotsky (1984), dispondo que a construção de conhecimento, disposto em uma ação de partilha, em um processo de mediação entre sujeitos, visando a não isolar um fato educativo da situação sociocultural do aluno. A atuação concluiu-se em uma perspectiva sócio-construtivista, interacionista, na qual a utilização das tecnologias da informação e comunicação na elaboração de contextos de ensino e aprendizagem, à luz da didática, potencializando os processos educativos de forma omnilateral, intencionando que os discentes pudessem ser capazes de fruir ciência, arte e técnica.Research, Society and Development2021-09-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2034810.33448/rsd-v10i12.20348Research, Society and Development; Vol. 10 No. 12; e209101220348Research, Society and Development; Vol. 10 Núm. 12; e209101220348Research, Society and Development; v. 10 n. 12; e2091012203482525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/20348/18175Copyright (c) 2021 Rafael de Souza Velascohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVelasco, Rafael de Souza 2021-11-14T20:26:51Zoai:ojs.pkp.sfu.ca:article/20348Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:01.435380Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas Intervención pedagógica: una experiencia docente en el técnico de comunicación visual en IFSul - Câmpus Pelotas Intervenção pedagógica: uma experiência de docência no técnico em comunicação visual do IFSul – Câmpus Pelotas |
title |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas |
spellingShingle |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas Velasco, Rafael de Souza Intervención pedagógica Práctica docente Comunidad escolar Enseñanza. Pedagogical intervention Teaching practice School community Teaching. Intervenção pedagógica Prática de ensino Comunidade escolar Ensino. |
title_short |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas |
title_full |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas |
title_fullStr |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas |
title_full_unstemmed |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas |
title_sort |
Pedagogical intervention: a teaching experience in the visual communication technician at IFSul – Câmpus Pelotas |
author |
Velasco, Rafael de Souza |
author_facet |
Velasco, Rafael de Souza |
author_role |
author |
dc.contributor.author.fl_str_mv |
Velasco, Rafael de Souza |
dc.subject.por.fl_str_mv |
Intervención pedagógica Práctica docente Comunidad escolar Enseñanza. Pedagogical intervention Teaching practice School community Teaching. Intervenção pedagógica Prática de ensino Comunidade escolar Ensino. |
topic |
Intervención pedagógica Práctica docente Comunidad escolar Enseñanza. Pedagogical intervention Teaching practice School community Teaching. Intervenção pedagógica Prática de ensino Comunidade escolar Ensino. |
description |
This study of pedagogical practice evidenced the planning adopted during the teaching internship held in the second semester of the course of Formação Pedagógica para Graduados não Licenciados do Instituto Federal Sul-rio-grandense – Câmpus Pelotas, carried out in a class of the Integrated Technical Course in Visual Communication, in the Marketing and Packaging discipline. The proposal of this pedagogical intervention focused on a teaching practice that focused on learning from content that made sense to the student. The theoretical perspective used, with a Marxist background, was based on the bias of the Progressive Tendency “Social-Critical of Content” (Libâneo, 1994). The core of the proposal found an echo in Vygotsky’s theory (1984), stating that the construction of knowledge, disposed in an action of sharing, in a process of mediation between subjects, aiming not to isolate an educational fact from the sociocultural situation of the student. The performance was concluded from a socio-constructivist, interactionist perspective, in which the use of information and development of teaching and learning, in the light of didactics, enhancing educational processes in an omnilateral way, intending that students would be able to enjoy science, art and technique. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-18 |
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://rsdjournal.org/index.php/rsd/article/view/20348 10.33448/rsd-v10i12.20348 |
url |
https://rsdjournal.org/index.php/rsd/article/view/20348 |
identifier_str_mv |
10.33448/rsd-v10i12.20348 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/20348/18175 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Rafael de Souza Velasco https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Rafael de Souza Velasco https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 12; e209101220348 Research, Society and Development; Vol. 10 Núm. 12; e209101220348 Research, Society and Development; v. 10 n. 12; e209101220348 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052755812024320 |