Processo de ensino-aprendizagem na metodologia das oficinas de aprendizagem: percepções dos professores
This final paper aims to present a piece of an interpretative qualitative research which objective was to investigate the contributions of the methodology named “Oficinas de Aprendizagem” to teacher’s professional development, as well the student’s cognitive and social development. In order to achie...
| Principais autores: | Dotto, Adriana, Peppe, Nairene Isabel Brizola |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/14712 |
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| Resumo: |
This final paper aims to present a piece of an interpretative qualitative research which objective was to investigate the contributions of the methodology named “Oficinas de Aprendizagem” to teacher’s professional development, as well the student’s cognitive and social development. In order to achieve the aim of the research, data were collected by means of semi-structured interview with three teachers of Colégio SESI in Pato Branco, of a Paraná. Teachers’ answers were audio recorded and transcribed for the analysis. Data were analyzed in their thematic content revealing some of the contributions of “Oficinas de Aprendizagem” both to teacher and student’s development. Teacher professional development in relation to the methodological procedures becomes a mediator of student’s knowledge construction and a researcher of his/her own pedagogical practice, whilst student develops relational competence (negotiation power, leadership, importance given to research, autonomy and responsibility) and cognitive competence (knowledge contents of the curriculum of Ensino Médio, the capacity of constructing and applying concepts from different knowledge fields, the capacity of converting problems into opportunities as well as the capacity of problem sollution). This work was based on Sociocultural Theory (Vygotsky, 1991 and followers) in relation to teaching and learning process, as well as on important items/contents of the methodology of Oficinas de Aprendizagem (RIGON, 2010). |
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