Processos Dialógicos Na Eja: Refletindo a Partir Da Psicologia Cultural

Silva, Vanessa Rosa Bastos da; Oliveira, María Cláudia Santos Lopes de; Branco, Angela Uchôa; Flores, Eileen Pfeiffer

doi:10.1590/2175-35392022230383

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…In the study carried out by Silva et al, 2022, factors positively perceived by students in relation to teacher management are addressed. On the other hand, in the research carried out by Kartal, 2020, which is directly related to the characterization of the university classroom climate with a focus on the student, no statistically significant differences were found between the male and female genders at a level of α = 0.05.…”

Section: Assessment Of Learningmentioning

confidence: 99%

Towards Student-Centered Teacher Education: A Comparative Analysis of Two Regimes of Study

Díaz,

Campos,

Alegría

2024

Intl. J. Rel.

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The purpose of this study was to compare the perception of the teaching-learning climate in university students of two modalities in a pedagogy program. From a quantitative, comparative, descriptive, inferential and prospective approach, it considered a random sample of 194 students, distributed according to the study regime. The Enabling Learning Teaching Climate Scale (ECAFEU) was used. In both regimes, the dominant dimension is autonomous learning, and the descended dimension is environmental conditions. High scores were observed in both tests of the ECAFEU Index; However, the data provide considerable differences regarding the centrality of the teaching and learning process.

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Section: Assessment Of Learningmentioning

confidence: 99%

Towards Student-Centered Teacher Education: A Comparative Analysis of Two Regimes of Study

Díaz,

Campos,

Alegría

2024

Intl. J. Rel.

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“…A seguir, na categoria de aulas interativas, consideramos as aulas que há a participação ativa do estudante [Freire, 2009], podendo ser através de atividades que incluem a dialogicidade como debates, rodas de conversa, gravações de vídeos, teatro, fotonovela [Pereira 2015;Silva et al 2022;Silveira 2020;Silva et al 2016], rotação por estações [Da Silva, 2022], leituras de textos e seminários interativos [Dias et al 2015;Moreira et al 2011].…”

Section: Quais São As Intervenções Realizadas Na áRea Da Eja? (Qp1)unclassified

O uso da gamificação e das teorias freireanas na Educação de Jovens e Adultos: um mapeamento sistemático

Petri,

Klock,

Gasparini

2023

Anais Do XXIX Workshop De Informática Na Escola (WIE 2023)

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A Educação de Jovens e Adultos (EJA) tem diversos desafios, tais como problemas de motivação e engajamento, falta de tempo, defasagem de habilidades, adaptação tecnológica, entre outros. As teorias de Paulo Freire têm apoiado o processo de ensino e aprendizagem em diversos contextos educacionais, e especialmente na EJA. Já à gamificação tem sido investigada para aumentar o engajamento dos estudantes. Neste sentido este trabalho realiza um mapeamento sistemático da literatura para observar à influência de intervenções didáticas inovadoras na EJA, da presença da gamificação e apoiadas pelas teorias de Paulo Freire. Dos 220 trabalhos encontrados, 39 estudos atenderam os critérios de seleção e foram estudados. Como resultado percebe-se que as intervenções estão majoritariamente relacionadas ao processo inicial de alfabetização e reconhecimento das letras do alfabeto e que ainda há poucos trabalhos que investigam à relação da gamificação e as teorias freireanas na EJA.

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“…And as a result, students hone the responsibility to make decisions, outline questions, investigate, and apply what they have learned in situations pertinent to their future occupational field. Thinking schemes and reflective thinking models are subordinated by the learning climate (Maksum & Khory, 2020;Silva, Oliveira, Branco & Flores, 2022;Kartal, 2020).…”

Section: Introductionmentioning

confidence: 99%

Profile Perceptions of the University Classroom Climate

Díaz,

Campos,

Soto

2023

Migrat. Lett.

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The main objective of the research was to outline the dominant and descended dimensions in a perception instrument, taking as a factor, the declared gender. The sample is random and the sample size reaches 235 university students. The study is based on a quantitative approach, its level of depth is descriptive and inferential, with a prospective, cross-sectional and non-experimental register. The Teaching Climate Scale Conducive to University Student Learning [ECAFEU] was used as a data collection instrument. The main results, after the respective factor analysis, give evidence of dimensional validity, whose factor loads for each item are significant to the corresponding factor. As a methodological strategy, the ECAFEU index is defined, from which 3 types of perception are identified, these being: positive, neutral or negative, the concept of dominance is also considered, referring to the dominant and descended dimension, in such a way as to generate a tool for guidance in decision-making. Regarding those students categorized as having a positive perception, the dominant dimension is dialogic communication between teachers and students, and the most descended dimension is represented by Environmental Conditions. The teaching modality (day and evening) is considered as a study factor, establishing significant effects in the configuration of dominance and in the ECAFEU index.

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Processos Dialógicos Na Eja: Refletindo a Partir Da Psicologia Cultural

Cited by 3 publications

References 18 publications

Towards Student-Centered Teacher Education: A Comparative Analysis of Two Regimes of Study

Towards Student-Centered Teacher Education: A Comparative Analysis of Two Regimes of Study

O uso da gamificação e das teorias freireanas na Educação de Jovens e Adultos: um mapeamento sistemático

Profile Perceptions of the University Classroom Climate

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