Banca de DEFESA: THIAGO JOVANE NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO JOVANE NASCIMENTO
DATE: 25/02/2022
TIME: 08:45
LOCAL: meet.google.com/zsz-aveg-exr
TITLE:

STATUS OF KNOWLEDGE ABOUT ACTIVE METHODOLOGIES: WHAT DO THESIS AND DISSERTATIONS POINT IN THE CONTEXT OF BASIC EDUCATION-FINAL YEARS OF ELEMENTARY EDUCATION?

KEY WORDS:

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

PAGES: 215
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This study, characterized as the state of knowledge, is linked to the research line 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 on active methodologies in Elementary School, final years, identifying what has already been produced on the subject and also the possible gaps. We take as base the productions of Rocha (1999) and Soares and Maciel (2000) regarding 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 expansion of research on active methodologies, the problem looked to the possibility of contributions of such research to educational processes. Thus, the study begins with a review of the literature on active methodologies. The description and analysis of theses and dissertations dealing with the topic of active methodologies in the final years of elementary school started from previous categories, with other categories of analysis emerging during the investigation process. The corpus was analyzed in the light of Bardin's (2016) framework, 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, from a balance of academic production on the subject, uncovering possible gaps, which can serve as a starting point for future studies. 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 a different theoretical/methodological basis. There are active learning models, adapted to the final years of elementary school, which go beyond the active methodologies found in the literature on the subject. Used both as an isolated technique and as a guideline for the curriculum, in the final years of elementary school, active methodologies rarely reorganize the curriculum. They are used separately and for a fixed period, that is, on a non-durable basis.

BANKING MEMBERS:
Presidente - 1757038 - SONIA REGINA DE SOUZA FERNANDES
Interno - 2764188 - ALEXANDRE VANZUITA
Externa à Instituição - PRICILA KOHLS DOS SANTOS - UCB