Metodologias ativas e suas contribuições para o ensino de ecologia: uma análise cienciométrica
This work aimed to understand the importance of active methodologies for teaching ecology, through a scientometric analysis. Specific objectives include: the survey of the main pedagogical trends in Brazilian education; the investigation of the skills demanded by contemporary society; and finally, c...
| Autor principal: | Andrade, Cezar Diniz |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24805 |
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| Resumo: |
This work aimed to understand the importance of active methodologies for teaching ecology, through a scientometric analysis. Specific objectives include: the survey of the main pedagogical trends in Brazilian education; the investigation of the skills demanded by contemporary society; and finally, conducting an analysis and discussion regarding of the scientometric survey found. Thus, an investigation was carried out on the amount of published scientific productions that address the study of Ecology through active teaching methodologies, their contributions and distribution in each active methodology researched. The investigation was carried out in two databases on the Capes portal: at the Brazilian Institute of Information in Science and Technology - OASIS.BR and in the Online Scientific Electronic Library - SciELO.org. For the survey, conference articles and articles were selected published from 2010 to 2019. The following keywords were used for searches: Education and Ecology, plus the active methodology employed, such as: Project; Case study; Problem-based learning; Flipped classroom; Phillips 66; Brainstorming; and Games. Aiming to encompass a larger number of results the connective (AND) was used between the keywords. As a result, few attempts were made to implement active methodologies that were not very efficient, in a medium with an apparent absence of role reframing, be it a teacher, of the pedagogical or institutional team. In addition to this resignificatory process, there was a need for clarity on the use of active methodology, your ends, its importance and its methodological specifications. The discipline of ecology would have the potential to leverage the new values and skills demanded for the present century, since, mediated by professionals with noncompartmentalized looks, that encourage students to be protagonists of their own learning, either through projects, case studies, games, or any other active pedagogy. Soon, a new look, a coherent implementation of active methodology, in addition to investigations in other databases with rigorous classification of the referred pedagogies it is necessary to have an accurate vision of how Brazilian basic education goes for the development of skills for the XXI century. |
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