Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/23340 |
Resumo: | This research aimed to identify in the Common National Curriculum Base (BNCC, in the Portuguese acronym) indications of didactic situations that foster students’ protagonism. Didactic situations allow teachers to prepare students to face social demands as well as help students learn to know, learn to do, learn to interact, learn to become citizens and, learn to be protagonists of their learning. To this end, the study supported by a qualitative approach used a protocol for the document analysis organized according to the following themes: competences and skills and, didactic situations as a curricular principle. Based on this, the research aimed to identify excerpts that indicated potential experiences that allow students to become protagonists of their learning process. These keywords guided the analysis: strategy, activity, protagonism, problem situations, methodology, self-reflection, metacognition, self-evaluation and reflection. The data generated was analyzed according to Content Analysis technique. The results demonstrate there is a concern for using various strategies and teaching resources that stimulate students to act as protagonists, as well as the use of Communication and Information Technologies, research and problem solving methods. Thus, allowing teachers to create didactic situations that provide students´ active learning and the education of critical and aware students. |
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Didactic situations in the Common National Curriculum Base: fostering the students’ protagonismIndicativos de situaciones didácticas en la Base Nacional Común Curricular: fomentando el protagonismo del alumnoIndicativos de situações didáticas na Base Nacional Comum Curricular: fomentando o protagonismo do aluno Situações didáticasBNCCAnalise documental. Situaciones didácticasBNCCAnálisis documental.Didactic situationsBNCCDocument analysis.This research aimed to identify in the Common National Curriculum Base (BNCC, in the Portuguese acronym) indications of didactic situations that foster students’ protagonism. Didactic situations allow teachers to prepare students to face social demands as well as help students learn to know, learn to do, learn to interact, learn to become citizens and, learn to be protagonists of their learning. To this end, the study supported by a qualitative approach used a protocol for the document analysis organized according to the following themes: competences and skills and, didactic situations as a curricular principle. Based on this, the research aimed to identify excerpts that indicated potential experiences that allow students to become protagonists of their learning process. These keywords guided the analysis: strategy, activity, protagonism, problem situations, methodology, self-reflection, metacognition, self-evaluation and reflection. The data generated was analyzed according to Content Analysis technique. The results demonstrate there is a concern for using various strategies and teaching resources that stimulate students to act as protagonists, as well as the use of Communication and Information Technologies, research and problem solving methods. Thus, allowing teachers to create didactic situations that provide students´ active learning and the education of critical and aware students.Esta pesquisa tuvo como objetivo identificar en la Base Nacional Común Curricular (BNCC, el acrónimo en portugués) indicativos de situaciones didácticas que favorezcan el protagonismo del estudiante. Las situaciones didácticas posibilitan que el profesor prepare el alumno para afrontar las demandas sociales. Para eso, se adoptó una pesquisa cualitativa, utilizando un protocolo de análisis documental organizado a partir de dos temas: (1) competencias y habilidades y, (2) situaciones didácticas como principio curricular. A partir de eso, se buscó identificar pasajes que apuntasen experiencias potenciales que posibiliten desarrollar el protagonismo del estudiante en el proceso de enseñanza y aprendizaje por medio de las siguientes palabras clave: estrategia, actividad, protagonismo, situaciones-problema, metodología, auto reflejo, metacognición, auto evaluación y reflejo. Los datos obtenidos fueran analizados utilizándose la técnica Análisis del Contenido. Los resultados muestran que hay una preocupación en utilizar diversas estrategias y recursos didácticos que favorezcan el protagonismo del estudiante, como el uso de las Tecnologías de Información y Comunicación, métodos investigativos y métodos de resolución de problema. De esa manera, posibilita el profesor a crear situaciones didácticas que proporcione el aprendizaje de forma activa del estudiante, así como la formación de un alumno crítico y consciente.Nesta pesquisa objetivou-se identificar na Base Nacional Comum Curricular indicativos de situações didáticas que favoreçam o protagonismo do estudante. As situações didáticas possibilitam que o professor prepare o aluno para enfrentar as demandas sociais, assim como, podem conduzir este aluno ao aprender a conhecer, aprender a fazer, aprender a conviver e aprender a ser. Para tanto, adotou-se pesquisa com caráter qualitativo, utilizando-se um protocolo de análise documental organizado a partir de dois temas: (1) competências e habilidades e, (2) situações didáticas como princípio curricular. A partir disso, buscou-se identificar trechos que apontassem para potenciais experiências que possibilitem desenvolver o protagonismo estudante no processo de ensino e aprendizagem por meio das seguintes palavras-chave: estratégia, atividade, protagonismo, situações-problema, metodologia, autorreflexão, metacognição, autoavaliação e reflexão. Os dados obtidos foram analisados utilizando-se a técnica Análise de Conteúdo. Os resultados mostram que há preocupação em utilizar diversas estratégias e recursos didáticos que favoreçam o protagonismo estudante, como o uso de Tecnologias de Informação e Comunicação, métodos investigativos e métodos de resolução de problemas. Dessa maneira, possibilita o professor criar situações didáticas que proporcione a aprendizagem ativa estudante, bem como, uma formação de um aluno crítica e consciente. o resumo.Research, Society and Development2021-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2334010.33448/rsd-v10i16.23340Research, Society and Development; Vol. 10 No. 16; e82101623340Research, Society and Development; Vol. 10 Núm. 16; e82101623340Research, Society and Development; v. 10 n. 16; e821016233402525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/23340/20743Copyright (c) 2021 Maria Eduarda Maquiné da Silva; Jean Michel dos Santos Menezes; Sidilene Aquino de Fariashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Maria Eduarda Maquiné daMenezes, Jean Michel dos Santos Farias, Sidilene Aquino de 2021-12-20T11:03:07Zoai:ojs.pkp.sfu.ca:article/23340Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:42:15.001154Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism Indicativos de situaciones didácticas en la Base Nacional Común Curricular: fomentando el protagonismo del alumno Indicativos de situações didáticas na Base Nacional Comum Curricular: fomentando o protagonismo do aluno |
title |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism |
spellingShingle |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism Silva, Maria Eduarda Maquiné da Situações didáticas BNCC Analise documental. Situaciones didácticas BNCC Análisis documental. Didactic situations BNCC Document analysis. |
title_short |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism |
title_full |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism |
title_fullStr |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism |
title_full_unstemmed |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism |
title_sort |
Didactic situations in the Common National Curriculum Base: fostering the students’ protagonism |
author |
Silva, Maria Eduarda Maquiné da |
author_facet |
Silva, Maria Eduarda Maquiné da Menezes, Jean Michel dos Santos Farias, Sidilene Aquino de |
author_role |
author |
author2 |
Menezes, Jean Michel dos Santos Farias, Sidilene Aquino de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, Maria Eduarda Maquiné da Menezes, Jean Michel dos Santos Farias, Sidilene Aquino de |
dc.subject.por.fl_str_mv |
Situações didáticas BNCC Analise documental. Situaciones didácticas BNCC Análisis documental. Didactic situations BNCC Document analysis. |
topic |
Situações didáticas BNCC Analise documental. Situaciones didácticas BNCC Análisis documental. Didactic situations BNCC Document analysis. |
description |
This research aimed to identify in the Common National Curriculum Base (BNCC, in the Portuguese acronym) indications of didactic situations that foster students’ protagonism. Didactic situations allow teachers to prepare students to face social demands as well as help students learn to know, learn to do, learn to interact, learn to become citizens and, learn to be protagonists of their learning. To this end, the study supported by a qualitative approach used a protocol for the document analysis organized according to the following themes: competences and skills and, didactic situations as a curricular principle. Based on this, the research aimed to identify excerpts that indicated potential experiences that allow students to become protagonists of their learning process. These keywords guided the analysis: strategy, activity, protagonism, problem situations, methodology, self-reflection, metacognition, self-evaluation and reflection. The data generated was analyzed according to Content Analysis technique. The results demonstrate there is a concern for using various strategies and teaching resources that stimulate students to act as protagonists, as well as the use of Communication and Information Technologies, research and problem solving methods. Thus, allowing teachers to create didactic situations that provide students´ active learning and the education of critical and aware students. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-07 |
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/23340 10.33448/rsd-v10i16.23340 |
url |
https://rsdjournal.org/index.php/rsd/article/view/23340 |
identifier_str_mv |
10.33448/rsd-v10i16.23340 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/23340/20743 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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. 16; e82101623340 Research, Society and Development; Vol. 10 Núm. 16; e82101623340 Research, Society and Development; v. 10 n. 16; e82101623340 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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1797052759362502656 |