TEDE Communidade: O Programa de Pós-Graduação em Gestão de Ensino da Educação Básica (PPGEEB) foi aprovado na 157ª Reunião do Conselho Técnico-Científico da Educação Superior (CTC-ES) da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), ocorrida no período de 24 a 26 de março de 2015. O Resultado foi divulgado no dia 10 de abril de 2015. A data de Recomendação do Curso é 29 de abril de 2015.O Programa de Pós-Graduação em Gestão de Ensino da Educação Básica (PPGEEB) foi aprovado na 157ª Reunião do Conselho Técnico-Científico da Educação Superior (CTC-ES) da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), ocorrida no período de 24 a 26 de março de 2015. O Resultado foi divulgado no dia 10 de abril de 2015. A data de Recomendação do Curso é 29 de abril de 2015.https://tedebc.ufma.br/jspui/handle/tede/tede/12582024-03-29T11:22:22Z2024-03-29T11:22:22ZO ensino das competências socioemocionais com o uso do pixton para criação de histórias em quadrinhos pelos estudantes do ensino fundamental anos finais no colégio militar Tiradentes IMALTA, Yêda Sáhttps://tedebc.ufma.br/jspui/handle/tede/tede/51712024-03-02T03:38:18Z2023-10-30T00:00:00ZTítulo: O ensino das competências socioemocionais com o uso do pixton para criação de histórias em quadrinhos pelos estudantes do ensino fundamental anos finais no colégio militar Tiradentes I
Autor: MALTA, Yêda Sá
Primeiro orientador: TEIXEIRA, Cenidalva Miranda de Sousa
Abstract: The research deals with teaching socio-emotional skills using Pixton as a teaching
resource for creating comic books (comics). This research is governed by the central
question: How to develop socio-emotional skills through comic books using the Pixton
application in the final years of Elementary School at Colégio Militar Tiradentes I? Its
general objective is to investigate the applicability of comic books, created using the
Pixton application, as a teaching resource for teaching socio-emotional skills by
teachers in the final years of Elementary School at Colégio Militar Tiradentes I (CMT
I). The methodology used was applied action research with a predominantly
qualitative, exploratory and descriptive approach, with technical procedures based on
bibliographical research for theoretical foundations on socio-emotional skills, the
Pixton application for creating digital comics. The subjects of this research were
teachers and students in the 9th year of Elementary School in their final years. The
data collection instruments were, initially, online questionnaires carried out via Google
Forms, open and closed questions applied to eighty-five percent of teachers from the
6th to the 9th of Elementary School to verify the knowledge of these professionals
regarding the topic covered. in this research. Subsequently, a face-to-face interview
was carried out with two 9th year Portuguese language teachers who applied the final
product of this research in their classrooms, aiming to receive information related to
this phase of the research and, subsequently, through a questionnaire, the
impressions of one hundred and sixty 9th year students who experienced the
application of the educational product and, in the end, built the comics in Portuguese
language classes were received voluntarily. It should be noted that the analysis and
interpretation of the data was structured with a qualitative focus, through graphs,
figures and tables, which were used to systematize the information collected via
questionnaires and interviews, adapting the record format according to the question
format, for quantitative questions (graphs) and qualitative questions (tables). A
pedagogical manual was organized in digital format as an educational product that
was applied for three months in 9th year classes, in Portuguese language classes,
aiming to generate adjustments and validate its content. Before applying the product, a
training workshop called “The Pixton application as a didactic resource for teaching
socio-emotional skills” was given in person, to the two teachers in this phase of the
research, with theoretical and practical explanations about the contents of this manual.
The results of this research allow us to conclude that there is relevance in approaching
socio-emotional skills in elementary school using the Pixton digital resource to create
comic books, because this pedagogical action stimulates creativity, team collaboration
and active reflection in students, consequently, generates significant learning
permeated by the exercise of socio-emotional skills and student protagonism when
producing their authorial and digital narrative. Furthermore, it also showed that the use
of the Pixton application in the final years of Elementary School, carried out with
planning appropriate to the rights and learning objectives, helps in the construction of
knowledge and can be used by teachers of any curricular component.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2023-10-30T00:00:00ZDelineando os saberes curriculares da língua espanhola e do curso técnico em informática para internet IEMA Pleno Bacelar Portela: um estudo exploratório do currículo e sua articulação à educação profissionalBARROS, Dejane Figueiredohttps://tedebc.ufma.br/jspui/handle/tede/tede/51702024-03-02T03:19:49Z2023-12-15T00:00:00ZTítulo: Delineando os saberes curriculares da língua espanhola e do curso técnico em informática para internet IEMA Pleno Bacelar Portela: um estudo exploratório do currículo e sua articulação à educação profissional
Autor: BARROS, Dejane Figueiredo
Primeiro orientador: MELO, José Carlos de
Abstract: Esta investigación tuvo el objetivo de reflejar el Currículo Integrado en la Educación
Profesional de Nivel Media en Tiempo Integral. Así mismo, analizaremos la
enseñanza y la práctica de la asignatura de lengua española y su currículo integrado
a la Base Técnica en el Instituto Estatal de Educación, Ciencia y Tecnología de
Maranhão – IEMA, más precisamente, en el IEMA Pleno Bacelar Portela. La
investigación partió de algunos cuestionamientos centrales: ¿Qué contenidos deben
ser destacados en un e-book para la enseñanza y práctica de la Lengua Española
en el Curso Técnico de Informática para Internet? ¿Qué saberes curriculares
(contenidos) sobresalen más en la práctica de las profesoras que enseñan Español
en el Curso de Informática para Internet en el IEMA Pleno Bacelar Portela? ¿Cómo
las profesoras de este Instituto desarrollan los saberes curriculares de esa lengua
extranjera en el citado Curso Técnico? A partir de estas indagaciones, fue pensado
el objetivo general de esta investigación que consistió en analizar la contribución del
currículo integrado entre el Español y el curso técnico de Informática para Internet,
con vistas a la construcción de un e-book que estructure este currículo para
maestros que trabajan con los currículos interrelacionados entre la Base Nacional
Común Curricular (BNCC) y la formación técnica y profesional. Como
desdoblamiento, fueron acrecentados los siguientes objetivos específicos: conocer
los contenidos priorizados por las profesoras que enseñan Español en el Curso
Técnico de Informática para Internet, en el IP Bacelar Portela; observar que caminos
las profesoras eligen para mediar en los contenidos de esa Lengua Extranjera/LE en
el referido Curso Técnico y elaborar orientaciones didáctico-pedagógicas
organizadas en un e-book para la enseñanza y práctica de ese idioma en el
mencionado curso técnico de esa última etapa de la educación básica. En esta
investigación, recorremos principalmente a los estudios de Gauthier et al. (2013);
Brasil (2017); SEDUC (2022); IEMA (2017); IEMA (2022); Reis (2017); además de se
realizó el diálogo con otros actores, tales como: Paraíso; Santos (1996); Goodson
(1995); Cordão; Moraes (2017); otros más, que a nosotros provieron subsidios
teóricos en relación a las concepciones de currículo integrado. Referente a la
metodología, fue utilizada la investigación del tipo intervención pedagógica (Pereira,
2019), la investigación es de naturaleza aplicada, de abordaje cualitativo y con
objetivo de carácter exploratorio. Los sujetos participantes de la investigación fueron
dos profesoras de Español, un profesor de Informática para Internet que actúan en el
IP Bacelar Portela; la Coordinadora del Núcleo de Lengua Extranjera/EspañolNuELE de los IEMAs Plenos. Los instrumentos de generación de datos son la
observación sistemática, el diario de bordo, y fue utilizado la plataforma digital en
línea a través de herramientas del Google Forms. Las formas de sistematización e
interpretación de los datos de la investigación privilegian el Análisis Interpretativo
Severino (1993). Diante de las descubiertas, colaborativas, propusimos y
sistematizamos en un e-book, algunos apuntamientos didácticos-pedagógicos para
la mediación de la enseñanza de la Lengua Extranjera Español en el Curso Técnico
de Informática para Internet. Constatamos con apoyo de los referidos colaboradores,
que este currículo debe ser repensado y construido por los partícipes de él, los
alumnos y los profesores, pues currículo es acción humana (Vasconcellos, 2009) y,
parafraseando Antonio Machado (en su poema Cantares), nosotros que hacemos el
camino al caminar. Entretanto, en sus discursos, notamos la disposición en caminar
para construir ese camino. La investigación fue finalizada con la concretización del
producto educacional, un e-book con orientaciones Didáctico-pedagógicas, con el fin
de ejecutar esa enseñanza y aprendizaje con toda la riqueza de esos saberes.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2023-12-15T00:00:00ZAprendizagem de frações e suas operações por meio da resolução de problemas: uma experiência com estudantes do sexto ano do Ensino Fundamental de uma escola pública federal do MaranhãoFERREIRA, João Otavio Silvahttps://tedebc.ufma.br/jspui/handle/tede/tede/51342024-02-09T11:25:48Z2024-01-16T00:00:00ZTítulo: Aprendizagem de frações e suas operações por meio da resolução de problemas: uma experiência com estudantes do sexto ano do Ensino Fundamental de uma escola pública federal do Maranhão
Autor: FERREIRA, João Otavio Silva
Primeiro orientador: COSTA, Manoel dos Santos
Abstract: Among the contents (objects of knowledge) of Mathematics developed in Basic
Education, specifically in Primary Education, fractions are one of those that generate
some difficulty for students, especially when they reach the final years of Primary
Education, because until then they had been used to dealing with natural numbers.
Thus, the aim of this research is to build learning about the concepts of fractions and
their operations with students in the sixth year of elementary school through Problem
Solving, in accordance with the Common National Curriculum Base (BNCC)
guidelines. A qualitative research methodology was used and the data was gathered
through participant observation, field diary entries and document analysis. The
documents investigated were the manuscripts (the solutions) made by the students to
the proposed problems, which were given to the researcher for analysis. A didactic
sequence was developed with 8 (eight) problems, worked on in a 6th grade class at a
federal school in the state of Maranhão. The data collected and analyzed showed
that the work carried out using Problem Solving enabled the students to learn
concepts related to fractions and their operations. Although most of the students had
already studied this subject in 5th grade, they initially had doubts about the problems
presented, especially when they were solved individually. However, when they got
together in small groups to solvethe problems, they felt more stimulated, so it was
possible to see that they made significant progress in learning this content, which
shows that when the work is done by solving problems in small groups, the students
feel like learning math. In addition, the research showed the development of skills
linked to solving problems, such as experimentation, making conjectures and
formalizing mathematical concepts andprocedures.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2024-01-16T00:00:00ZO uso do aplicativo WhatsApp como recurso didático em aulas de Língua Portuguesa no IEMA Pleno Rio AnilBAIMA, Girlene Mirandahttps://tedebc.ufma.br/jspui/handle/tede/tede/51182024-02-01T13:51:17Z2023-05-26T00:00:00ZTítulo: O uso do aplicativo WhatsApp como recurso didático em aulas de Língua Portuguesa no IEMA Pleno Rio Anil
Autor: BAIMA, Girlene Miranda
Primeiro orientador: BOTTENTUIT JUNIOR, João Batista
Abstract: This research defines the general objective of analyzing the applicability of WhatsApp
through the elaboration of pedagogical strategies for teachers in Portuguese Language
classes in High School The problem was outlined from the following question: How can
the WhatsApp application be used as a teaching resource for teachers in Portuguese
language classes? The methodology used was the case study, with a qualitative
approach, of an exploratory and descriptive nature. The data collection instruments
were the online questionnaires carried out with Google Forms. For data analysis and
interpretation, graphs were used for quantitative questions and an answer table for
qualitative questions. The research product was an E-book with pedagogical strategies
for using the WhatsApp application in Portuguese language classes, with the aim of
integrating digital education technologies into the pedagogical practice of teachers at
the State Institute of Education, Science and Technology of Maranhão (IEMA) Pleno
Rio Anil. The results obtained in the research indicate that the pedagogical practice,
through methodological strategies using digital technologies, are important for the
development of activities that involve collaboration and communicative interaction.
They also point out that the teaching must have professional qualifications, as they
always participate in continuing education promoted by the institution, unfortunately
there are infrastructure problems at the school, making it difficult to create activities
using digital technologies in the classroom. The results indicated that the use of cell
phones and the WhatsApp application are advantageous as a teaching resource due
to the possibilities of producing and sharing multimodal information and texts offered
in Portuguese language classes, however, there are still limitations regarding the
dispersion of students and the inappropriate use of these tools for non-didactic
purposes. They also reveal that, in view of the educational demands and the new
student profile, the teacher needs to be updated and assisted by an adequate structure
that allows him to develop his digital skills and make the teaching and learning process
more dynamic and creative.
Instituição: Universidade Federal do Maranhão
Tipo do documento: Dissertação2023-05-26T00:00:00Z