Banca de QUALIFICAÇÃO: THIAGO JOVANE NASCIMENTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO JOVANE NASCIMENTO
DATE: 04/08/2021
TIME: 14:00
LOCAL: Campus Camboriú
TITLE:

STATUS OF KNOWLEDGE ABOUT ACTIVE METHODOLOGIES: WHAT THE THESES AND DISSERTATIONS IN THE CONTEXT OF BASIC EDUCATION-FINAL YEARS AIM?

KEY WORDS:

Active methodologies. State of knowledge. Basic education. Elementary School / Final Years.

PAGES: 70
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This state of knowledge is linked to the line of research Formative Processes and Educational Policies, of the Postgraduate Program in Education of the Federal Institute of Education Science and Technology of Santa Catarina - IFC Campus Camboriú. Its main objective is to describe and analyze the Brazilian academic production in theses and dissertations on active methodologies in Elementary Education, final years, identifying what has already been produced on the theme and also the possible gaps. We take as a basis the productions of Rocha (1999) and Soares and Maciel (2000) with regard to the choice of the corpus of analysis, based on data available in the knowledge under construction, represented by theses and dissertations. We start from the conceptualization of the state of knowledge postulated by Romanowski and Ens (2006). Thus, the state of knowledge is constituted as a method and methodology, with a descriptive-analytical approach, whose methodological path we find characterized in Morosini; Kohls-Santos and Bittencourt (2021). In the contemporary context of expanding research on active methodologies, the problem highlighted the possibility of contributions from such research to educational processes. Thus, the study begins with a review of the literature on methodologies active in already consolidated knowledge (books). The description and analysis of theses and dissertations that deal with the theme of active methodologies in the final years of elementary school started from previous categories, and other categories of analysis emerged during the investigation process. The corpus was analyzed in the light of the reference of Bardin (2016), in a descriptive-analytical way with regard to the surface of the texts, alongside factors that determined such characteristics, with the intention of inferring knowledge. The results of this research aim to integrate academic debates about active methodologies, based on a balance of academic production on the topic, unveiling possible gaps, which can serve as a starting point for future studies. Provisionally, it is possible to indicate that under the umbrella of active methodologies there is an immense range of teaching techniques, methods and methodologies, sometimes with different theoretical / methodological bases. Used both as an isolated technique and as a guiding principle of the curriculum, in the final years of elementary school, active methodologies rarely reorganize the curriculum. They are used in isolation and for a determined period, not in a lasting way.

BANKING MEMBERS:
Presidente - 1757038 - SONIA REGINA DE SOUZA FERNANDES
Interna - 3803554 - MARILANE MARIA WOLFF PAIM
Externa à Instituição - Pricila Kohls dos Santos - UCB