As estratégias de ensino utilizadas pelos professores do Centro Universitário AGES com alunos ingressantes
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Data
2020-10
Autores
Orientador
Silva, Jacqueline Silva Da
Banca
Martins, Silvana Neumann
Schwertner, Suzana
Oliveira, José Marcelo Domingos De
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Resumo
Esta dissertação tem como tema as estratégias de ensino utilizadas pelos professores do Centro Universitário AGES com alunos ingressantes, desenvolvida com os professores das disciplinas de Metodologia do Trabalho Científico (MTC) e Produção de Texto (PT). O objetivo da pesquisa é compreender as estratégias de ensino utilizadas pelos professores para adaptar os alunos às rotinas acadêmicas. O estudo de abordagem qualitativa utilizou, para a coleta de dados, o instrumento de entrevistas semiestruturadas com os professores que atuaram em 2018 e 2019, nas disciplinas citadas, e como técnica de análise fez uma aproximação com a análise de conteúdo proposta por Bardin (2012). Os dados permitiram constatar o esforço dos professores para adaptarem os ingressantes nas rotinas acadêmicas, com aplicação de estratégias de ensino, como leitura, escrita, pesquisa e participação em sala de aula, identificando-se a existência de uma orientação institucional quanto à necessidade de colocar o aluno no centro do processo de ensino, para assim alcançar autonomia em relação aos estudos, por intermédio da aplicação de estratégias de ensino. Concluiu- se que os argumentos dos referidos professores dão conta de pontos positivos e de limitações, como salas com número elevado de alunos, ou, ainda, a necessidade de ajustes da proposta, conforme a sensibilidade e percepção do professor. Além disso, percebeu-se que as estratégias de ensino foram adaptadas com ferramentas de metodologias ativas, como perguntas, objetivos, hipóteses e mapa conceitual; construção de um ambiente pelos professores para discussão em sala de aula com leituras prévias e significativas com aspectos da problematização; acolhimento aos alunos colocando-os como o Ser no processo de ensino; oficinas pedagógicas realizadas pelos professores foram importantes na construção coletiva para a análise da realidade nas experiências dos alunos; professores estimularam a curiosidade dos alunos para pesquisa na construção da aprendizagem. Esses foram dados significativos validando as estratégias de ensino utilizadas pelos professores.
This dissertation has as its title the teaching strategies used by professors from Centro Universitário AGES with new students developed with the professors of Subjects: Scientific Work Methodology (CWM) and Text Production (PT). The objective of the research is to understand the teaching strategies used by teachers to adapt students to academic routines. The objective of the research is to understand the teaching strategies used by teachers to adapt students to academic routines. The qualitative approach study used, for collecting data, semi-structured interviews instrument with teachers who worked in 2018 and 2019, in the subjects already mentioned and, as an analysis technique it was made an approach with Content Analysis proposed by (BARDIN, 2012The data made it possible to verify professors’ efforts to adapt students entering academic routines, with application of teaching strategies, as reading, writing, research and participation in the classroom, identifying the existence of an institutional orientation regarding the need to place the student at the center of the teaching process, in order to achieve autonomy in relation to studies, through teaching strategies application. It is concluded that referred professors’ arguments account for positive points and limitations, such as rooms with a high number of students, or, still, the need to adjust the proposal, according to professor’s sensitivity and perception. In addition, it was found that the teaching strategies were adapted with active method tools, such as questions, objectives, hypotheses and conceptual map; construction of an environment by the teachers for discussion in the classroom with previous and significant readings with aspects of the problematization; Welcoming students placing them as the Being in the teaching process; pedagogical workshops held by professors were important in the collective construction for the reality analysis in the students' experiences; teachers stimulated students' curiosity for research in the learning construction. These data were significant validating the teaching strategies used by professors.
This dissertation has as its title the teaching strategies used by professors from Centro Universitário AGES with new students developed with the professors of Subjects: Scientific Work Methodology (CWM) and Text Production (PT). The objective of the research is to understand the teaching strategies used by teachers to adapt students to academic routines. The objective of the research is to understand the teaching strategies used by teachers to adapt students to academic routines. The qualitative approach study used, for collecting data, semi-structured interviews instrument with teachers who worked in 2018 and 2019, in the subjects already mentioned and, as an analysis technique it was made an approach with Content Analysis proposed by (BARDIN, 2012The data made it possible to verify professors’ efforts to adapt students entering academic routines, with application of teaching strategies, as reading, writing, research and participation in the classroom, identifying the existence of an institutional orientation regarding the need to place the student at the center of the teaching process, in order to achieve autonomy in relation to studies, through teaching strategies application. It is concluded that referred professors’ arguments account for positive points and limitations, such as rooms with a high number of students, or, still, the need to adjust the proposal, according to professor’s sensitivity and perception. In addition, it was found that the teaching strategies were adapted with active method tools, such as questions, objectives, hypotheses and conceptual map; construction of an environment by the teachers for discussion in the classroom with previous and significant readings with aspects of the problematization; Welcoming students placing them as the Being in the teaching process; pedagogical workshops held by professors were important in the collective construction for the reality analysis in the students' experiences; teachers stimulated students' curiosity for research in the learning construction. These data were significant validating the teaching strategies used by professors.
Descrição
Palavras-chave
Ensino Superior; Estratégias de Ensino; Rotinas acadêmicas; Higher Education; Academic routines; Teaching Strategies
Citação
DIAS, Hozana Ferreira. As estratégias de ensino utilizadas pelos professores do Centro Universitário AGES com alunos ingressantes. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 27 out. 2020. Disponível em: http://hdl.handle.net/10737/2946.