Navegando por Autor "SCREMIN, Greice"
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- ItemCata-ventos pedagógicos: uma proposta metodológica para cursos de graduação na modalidade EAD em uma IES comunitária(2018) SCREMIN, Greice; SANTOS, Eliane Aparecida Galvão dos; LUNARDI, Elisiane MachadoThe need to rethink the training of professionals to work in contemporary society has challenged the training courses in curricular and methodological terms. This article has the objective of presenting and discussing a curricular proposal that constitutes a reference for the elaboration of the Pedagogical Projects of the Undergraduate Courses, in distance learning (DL) modality, of a communitary and confessional higher education institution (HEI). This is a qualitative exploratory and documentary study. The proposal, denominated Pedagogical Wind-vanes, is based on the principles of dialogic relationship, curricular flexibility, theory-practice relationship and technology applied to education, based on teaching, research and extension activities. It is a curricular organization that articulates nuclei, thematic modules and learning units. The proposition of new modalities of teaching must seek something new in relation to the current curricular paradigm of formation. To do so, it is necessary to engage in institutional management, investing in the valuation of change, in infrastructure and in the training of teachers. On the part of the teachers, it is fundamental that they assume the commitment with the new project and with the reorganization of the times and spaces of learning.
- ItemCata-ventos pedagógicos: uma proposta metodológica para cursos de graduação na modalidade EAD em uma IES comunitária(2018) SCREMIN, Greice; SANTOS, Eliane Aparecida Galvão dos; LUNARDI, Elisiane MachadoThe necessity to rethink the formation of professionals to work in contemporary society has challenged the formative courses in curricular and methodological terms. This paper has the objective of presenting and discussing a methodological proposal of a confessional and communitarian University for Undergraduate Courses, in distance learning (DE) modality. This is a qualitative exploratory and documentary study. The proposal is based on the principles of dialogic relationship, curricular flexibility, theory-practice relationship and technology applied to education, based on teaching, research and extension activities. In this process, the proposal denominated Pedagogical Wind is articulated in nuclei, thematic modules and learning units. The proposition of new modalities of teaching should seek pedagogical innovations in relation to the current curricular paradigm of formation. To that, it is necessary the commitment of the institutional management, investing on the valuation of change, in infrastructure and in the formation of teachers. It is essential that professors take on the commitment with the new project and with the reorganization of learning times and spaces.
- Item(Con/di)vergências das áreas de conhecimento na pedagogia universitária das licenciaturas(2017) STAHL, Luana Rosalie; SCREMIN, Greice; ISAIA, Silvia Maria de AguiarCom este trabalho objetivou-se investigar as influências das áreas específicas de conhecimento dos professores de uma Instituição de Ensino Superior (IES) pública nos movimentos da docência universitária e discutir potenciais indicadores que caracterizam uma Pedagogia Universitária das licenciaturas nas áreas de Ciências Humanas (CH) e Linguística, Letras e Artes (LLA). O trabalho foi realizado a partir das narrativas de 13 docentes. A pesquisa é qualitativa, de cunho narrativo (CONNELLY; CLANDININ, 1995; MCEVAN, 1998), e os achados foram submetidos à Análise Textual Discursiva (MORAES; GALIAZZI, 2007). Concluiu-se que as licenciaturas possuem aspectos convergentes e divergentes que evidenciam que pedagogias específicas podem ser configuradas com estratégias formativas próprias para a docência.
- ItemEnsino de ciências e matemática nos anos iniciais: uma análise de teses da área do ensino(2019) RIGÃO, Alana Rodrigues; SCREMIN, GreiceFaced withthe urgent educational discouragement in thecurrentcontext, thisarticleaimstodiscussresultsfound in thesesproduced in theareaofscienceandmathematicseducationfocusedontheearlyyearsofelementaryschool. The studyisjustifiedgiventhelackofworkfocusedontheearlyyearsofelementaryschool, in viewoftherelevanceofthespecificknowledgeoftheseareas for scientific training andelementarymathematicalconcepts in earlyschoolchildren. Ananalysisofeighteentheses in theareaofscienceandmathematicseducationpublishedbetween 2013 and 2017, comingfrom a mappingofthePostgraduatePrograms in Science andMathematicsEducation, carried out under a projectdeveloped in theScientificInitiationScholarshipProgram/UFN, fundedby FAPERGS. The theseswereanalysedfromthreecategoriesdefined a priori: a) specificknowledge; b) didacticaspects; c) perspectivesof teacher training. The thesesdemonstrate a prevalenceofspecificknowledgewithanend in itself, with procedural didacticaspectscarried out in a punctualmanner, without perspectives ofcontinuity. In relationtotheproductionsthatwereanalysed, it wasfoundthatmostofthemfocuson a specificcontentwithout perspectives of teacher training, whichreinforcestheneedtoinvest in studiesregardinginitialandcontinuingeducationandteachers, especiallymultipurposeteacherswhohavedifficulties in teachingspecificsubjects in theinitial series. Theseconsiderations point totheneedtoinvest in studiesrelatedtotheinitialyearsofelementaryeducation in theseareas for theimprovementofscientificandmathematicalliteracyatthislevelofeducation. Fromthediscussionoftheseaspects, thereisanencouragementtosensitize scholars oftheareatoreflectiontheworksthat are produced in thestrictsensewhichshoulddirectlyimpactonbasiceducation.
- ItemPensamento algébrico: uma análise de livros didáticos dos anos finais do ensino fundamental(2021) RIGHI, Flávia Pereira; PORTA, Leonardo Dalla; SCREMIN, GreiceDada a publicação da Base Nacional Comum Curricular – BNCC para o Ensino Fundamental em dezembro de 2017, a finalidade do ensino de álgebra passou a ser o desenvolvimento do pensamento algébrico. Diante disso, este trabalho teve por objetivo investigar se problemas propostos sobre sequências recursivas, que configura um dos conteúdos que compõem a unidade de Álgebra, estão sendo explorados em livros didáticos dos anos finais do Ensino Fundamental de modo a contribuir com o desenvolvimento desse modo de pensar. Fundamentada nas características do pensamento algébrico de Almeida e Câmara (2017) e nos elementos essenciais de um problema segundo Malaspina (2017), entende-se este estudo como sendo de abordagem qualitativa e de cunho documental, em que se adotou a abordagem interpretativa de análise. A partir do estudo realizado verificou-se que há indícios de uma reorientação dos livros didáticos do Ensino Fundamental no sentido de uma educação algébrica que visa o desenvolvimento do pensamento algébrico, conforme orienta a BNCC.