Navegando por Autor "SANTOS, Danielle Aparecida do Nascimento dos"

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    As possibilidades da educação não formal nos MOOCs
    (2017) ZADUSKI, Jeong Cir Deborah; SCHLÜNZEN JUNIOR, Klaus; SANTOS, Danielle Aparecida do Nascimento dos
    Esse artigo expõe as possibilidades de aprendizagem em um ambiente não formal denominado Unesp Aberta, com cursos oferecidos no formato MOOC, em um espaço virtual aberto, gratuito e totalmente acessível, sem tutoria ou certificação, no qual a construção de conhecimentos é possível e observada a partir da interação entre cursistas.
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    Metodologias ativas na educação superior brasileira em saúde: uma revisão integrativa frente ao paradigma da prática baseada em evidências
    (2021) SOUZA, Leonardo Santos de; SANTOS, Danielle Aparecida do Nascimento dos; MURGO, Camélia Santina
    Despite the many benefits mentioned in the literature about the use of active methodologies in higher education in Health to promote meaningful learning, such methods have found it difficult to be effective in Brazil. Since overcoming a problem requires a diagnosis that allows efficient interventions, this study analyzed the national production on active methodologies in higher education in Health between 2013 and 2018. It is about an integrative review in 5 national and international databases, which resulted in 42 eligible studies. Most of the literature (73,8%), comes from experience reports and case series, (evidence levels VI and VII) published in 2016 and 2017, carried out by public institutions (78,6%) and without funding (71,4%). They were developed in Nursing (35,7%) and Medicine (19%) courses, seeking to understand the students’ perception (28,6%) about the insertion of active methodologies, especially Problem-Based Learning (25%). The main advantages mentioned about active methodologies were the promotion of autonomy and critical and holistic thinking in the student. The aspects that threaten the realization of active learning, dealt with traditional curricula, poor infrastructure and inadequate teacher training. The low investment in research may justify the difficulty of implementing active methodologies, reinforcing the intensive use of a traditional curricular pedagogy that reduces the hassles that an evidence-based Brazilian health education can bring to all individuals of a passive learning culture.
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    Residência Pedagógica: formação e vivências de residentes e preceptores no ambiente virtual e nas redes sociais
    (2023) GITAHY, Raquel Rosan Christino; SANTOS, Danielle Aparecida do Nascimento dos
    A Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) mantém um programa intitulado “Residência Pedagógica”, que objetiva inserir licenciandos nas escolas públicas para se ambientarem no meio escolar e iniciar seu processo de regência docente. Considerando que os processos educativos se utilizam cada vez mais da tecnologia e que discentes e docentes fazem uso constante dos meios digitais de informação e comunicação, a presente pesquisa objetivou refletir sobre o processo de interação dos integrantes do programa de Residência Pedagógica em uma Universidade no ambiente virtual “Aprender” e nas redes sociais. Nos embasamos na metodologia qualitativa e nos utilizamos da pesquisa-ação. Os resultados evidenciaram que os ambientes virtuais de formação proporcionaram intercâmbios de experiências vivenciadas entre a equipe do programa, tornando a aprendizagem colaborativa e significativa, e proporcionando visibilidade de todo o percurso.
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    Uso das tecnologias de informação e comunicação para pessoas com necessidades educacionais especiais como contribuição para inclusão social, educacional e digital
    (2005) SOUZA, Daniela Cristina Barros de; SANTOS, Danielle Aparecida do Nascimento dos; SCHULÜNZEN, Elise Tomoe Moriya
    This paper aims at demonstrating and exposing a work carried out in a didactic laboratory of research of the FCT/Unesp - Presidente Prudente/Brazil, which has as its purpose to use the Information and Communication Technologies (ICT) for digital and social inclusion of people with special needs. The students with Down Syndrome and cognitive Impairment, inserted in a Constructionist, Contextualized and Significant environment, participate on activities constructed from their interests and desires, where the computer becomes a potentializer of skills, in order to facilitate the construction of knowledge. In order to achieve this goal, we made a case study of each student, considering their mental difficulties, social and familiar experience, and with it we have the possibility of elaborating significant activities that take their context into consideration. Therefore, our objective was to create possibilities for the students to be able to explore their skills and competences, independent of their physical and/or mental characteristics, using resources as the Internet for researches and the use of differentiated softwares. So, this work had positive results, as the socialization and the cognitive and emotional development of the students. Our work with these people allowed the access to several skills, making possible for the students to discover themselves as active and participative members of society, thru a method able to overcome patterns of intelligence established by this society and accomplish their Digital and Social Inclusion, making evident their potentialization and competences, developed in a differentiated learning environment with the use of ICT.