Methodological Innovation in Teaching: a clipping from the conceptions of teachers of a federal institute
DOI:
https://doi.org/10.33448/rsd-v9i7.3993Keywords:
Innovation; Education; Innovative practices.Abstract
The study is the result of an investigation on Methodological Innovation in Teaching (EML), this research was based on the teaching action of teachers of the Federal Institute of Education, Science and Technology of Ceará (IFCE) with the objective of seeking pedagogical practices and their impacts on education. As theorists, reflections were used that gravitate towards methodological innovation, curriculum, training and identity of teachers. The study used for collection two stages: 1) a section of question 10 (Q10) of the questionnaire applied to 107 research subjects and 2) analysis of two interviews analyzed in the light of qualitative research, using the microanalysis method. The results indicate for advances of IFCE teachers in relation to the potentialities of the use of methods thought from the current context, since the classes become more interactive and with greater student activity, besides establishing a relationship between students, teachers and content. Throughout the research, the teaching concern was also registered in creating strategies with active methodologies that simulate the professional environment, in which the student will be inserted, as well as include in their practices based on the contexts of the students.
References
Bates, A.W.T. (2017). Educar na era digital: design, ensino e aprendizagem. São Paulo.
Chizzotti, A. & Silva, R.E.V. (2018). Base nacional comum curricular e as classes multisseriadas na Amazônia. Revista E-Curriculum (PUC/SP), 16(1): 1408-1496.
Fernandes, Alisandra C. A; Silva, Katia Alexandra de Godoi e; Silva, Flaviana dos Santos; Braga, Cristiane Borges & Lopes, Luiz Fernando de Oliveira. (2019). Discurso coletivo sobre práticas pedagógicas Inovadoras: percepções de professores de um instituto federal de ensino superior. Revista Revelli, v. 11.
Freire, Paulo. (2015). Ação cultural para a liberdade e outros escritos. 15. ed. Rio de Janeiro: Paz e Terra.
Freire, Paulo. (2013). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra.
Gadotti, M. (2000). Perspectivas atuais da educação. Porto Alegre: Ed. Artes Médicas.
Karnal, Leandro. (2012). Conversas com um jovem professor. São Paulo: Contexto.
Minayo, M. C. S. (2010). Técnicas de pesquisa: entrevista como técnica privilegiada de comunicação. In: MINAYO, M. C. S. O desafio do conhecimento: pesquisa qualitativa em saúde. 12. ed. São Paulo: Hucitec.
Morin, Edgar. (2012). A cabeça bem-feita: repensar a reforma, reformar o pensamento. 20. ed. Rio de Janeiro: Bertrand Brasil.
Noffs, Neide de Aquino & Santos, Sidinei da Silva. (2019). O desenvolvimento das metodologias ativas na educação básica e os paradigmas pedagógicos educacionais. Revista E-Curriculum (PUC/SP), 17:1837-1854.
Russel, M. K.& Airasian, P. W. (2014). Avaliação em sala de aula: conceitos e aplicações. 7. ed. Porto Alegre: AMGH.
Simas, Raquel Rodrigues Lima & Behrens, Marilda Aparecida. (2018). Paradigmas pedagógicos contemporâneos: tecendo práticas diferenciadas e inovadoras. Dialogia, n. 31, p. 179-186.
Schön, Donald A. (1992). La formación de profesionales reflexivos: hacia un nuevo disefio de la enseñanza y el aprendizaje en las profesiones. Barcelona: [s. n.].
Tardif, Maurice & Moscoso, Javier N. (2018). A noção de “profissional reflexivo” na educação: atualidade, usos e limites. Fundação Carlos Chagas, Cad. Pesqui. v. 48, São Paulo
Vázquez, Adolfo Sánchez. (2011). Filosofia da práxis. 2. ed. São Paulo. Expressão Popular,
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
