Integração Intercampi no Ensino: Desenvolvendo Competências do Profissionalismo

Mendonça, Érica Toledo de; Cotta, Rosângela Minardi Mitre; Lelis, Vicente de Paula; Moreira, Tiago Ricardo; Carvalho, Paulo Marcondes

doi:10.1590/1981-52712015v40n3e00822015

Cited by 2 publications

(2 citation statements)

References 18 publications

(31 reference statements)

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“…The scope of such aspects becomes essential for the construction of criticality in the student [23]. Furthermore, critical sense was stimulated through the integration of the contents of the modules, breaking with the limitation of fragmented contents and considering the expanded concept of health [31].…”

Section: Discussionmentioning

confidence: 99%

Developing Professionals: Experience from a Distance Learning Short Course during the COVID-19 Pandemic

Magalhães¹,

Nobre²,

Almeida³

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

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The developing and delivering of distance education (DE) courses in the stricto sensu reality in nursing arises in order to strengthen training processes in this area to sensitize critical and reflective professional performance. Thus, this book chapter seeks to report the experience of master’s students of the Academic Master’s Course in Nursing at the Regional University of Cariri, Ceará, Brazil, in the construction and tutoring of a course in the DE modality. Descriptive study, of the experience-report type, resulting from the elaboration and development of a short course on COVID-19, offered in the modality of distance learning, by stricto sensu postgraduate students, destined to graduate nursing students. The experience of developing the short course was positive in the sense of teaching practices, and occurred collectively, through discussions and exchange of knowledge between professors and students, in a planned and organized way. Even before operational limitations, the total process of planning, designing, developing and delivering the short course was considered a successful experience. The recognition of the potentialities and difficulties of the process helped formulating and applying the short course, always based on objectives centered on the perspectives of the students and tutors.

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Section: Discussionmentioning

confidence: 99%

Developing Professionals: Experience from a Distance Learning Short Course during the COVID-19 Pandemic

Magalhães¹,

Nobre²,

Almeida³

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

View full text Add to dashboard Cite

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“…Mendonça et al (2016) desenvolveram um estudo de intervenção cujo objetivo era analisar o desenvolvimento das competências ligadas ao profissionalismo por estudantes de uma universidade pública brasileira durante o oferecimento de uma proposta de ensino crítico-reflexiva de implementação de uma disciplina transdisciplinar intercampi. As competências citadas no estudo supracitado foram similares as soluções dadas pelos discentes com a Árvore de Problemas, a saber: desenvolver empatia; saber interagir; estimular a liberdade de expressão, desenvolver a autonomia; facilitar a aprendizagem; resgatar conteúdos prévios; re(construir) o conhecimento; aplicar os conteúdos na vida real; possibilitar uma aprendizagem dinâmica e exercer o pensamento crítico e reflexivo Outras soluções citadas vão ao encontro do defendido por Paulo Freire.…”

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A árvore de problemas como estratégia problematizadora no ensino e aprendizagem na disciplina educação nutricional

Barreto

Martins

Carvalho

et al. 2019

BJD

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A árvore de problemas como estratégia problematizadora no ensino e aprendizagem na disciplina educação nutricionalThe problem tree as a problem-solving strategy in teaching and learning in nutrition education discipline RESUMO O Marco de Referência de Educação Alimentar e Nutricional para as Políticas Públicas preconiza a ruptura do ensino e práticas realizadas por meio de metodologias tradicionais. Como alternativa, propõe o uso de abordagens e recursos educacionais problematizadores e ativos. Portanto, objetivase descrever a experiência da aplicação da "Árvore de Problemas" como estratégia problematizadora no ensino e aprendizagem no contexto da disciplina de Educação Nutricional. Trata-se de uma pesquisa qualitativa, tipo pesquisa-ação, realizada com 31 discentes da disciplina de Educação Nutricional, divididos em seis grupos, utilizando-se como metodologia ativa a "Árvore de Problemas", baseada na situação problema "O predomínio da aprendizagem mecânica no processo de ensino e aprendizagem". Realizou-se um levantamento das causas e soluções apontadas nas árvores e registrou-se os apontamentos no Diário de Campo. Os discentes procederam a uma contextualização do tema com as causas, apresentando uma postura crítica e reflexiva. Foi possível dividir as causas em três categorias: macrossociais, institucionais e individuais. Para as soluções, identificou-se a necessidade do uso das metodologias ativas para substituir o paradigma da Brazilian Journal of DevelopmentBraz. 24134aprendizagem mecânica, em detrimento de métodos de ensino tradicional. A presente metodologia permitiu a discussão do problema de forma interdisciplinar e favoreceu o diálogo, a autonomia e a busca pelo próprio aprendizado por parte dos discentes. Palavras-chave:Educação alimentar e nutricional; Metodologias ativas; Árvore de Problemas. ABSTRACTThe Food and Nutrition Education Framework for Public Policies advocates the disruption of teaching and practice through traditional methodologies. Alternatively, it proposes the use of problematizing and active approaches and educational resources. Therefore, the objective is to describe the experience of the application of the "Problem Tree" as a problematizing strategy in teaching and learning in the context of the Nutrition Education discipline. This is a qualitative research, like action research, conducted with 31 students of the Nutrition Education discipline, divided into six groups, using as an active methodology the "Problem Tree", based on the problem situation "The predominance of learning mechanics in the teaching and learning process ". A survey of the causes and solutions pointed out in the trees was performed and the notes were recorded in the Field Diary. The students proceeded to contextualize the theme with the causes, presenting a critical and reflexive posture. It was possible to divide the causes into three categories: macrosocial, institutional and individual. For the solutions, it was identified the need to use active methodologies to replace the mechanical learning paradigm, t...

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Integração Intercampi no Ensino: Desenvolvendo Competências do Profissionalismo

Cited by 2 publications

References 18 publications

Developing Professionals: Experience from a Distance Learning Short Course during the COVID-19 Pandemic

Developing Professionals: Experience from a Distance Learning Short Course during the COVID-19 Pandemic

A árvore de problemas como estratégia problematizadora no ensino e aprendizagem na disciplina educação nutricional

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