Formação docente e uso de metodologias ativas num curso técnico em Enfermagem de um centro de formação profissional no Brasil
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Data
2022
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O estudo que se apresenta tem como objetivo analisar o impacto da formação de professores,
sobre o uso de metodologias ativas, concretamente Mapas Conceituais e Webquest, para a
mudança e inovação das práticas e o reforço da aprendizagem e desenvolvimento de professores
e estudantes de um Curso Técnico em Enfermagem, numa instituição de Educação Profissional
da cidade de São Luís do Maranhão (Brasil). Trata-se de um estudo de caso, com metodologia
qualitativa e envolvendo pesquisa-ação, com cerca de cem participantes, incluindo
coordenadores, professores e estudantes. Como fontes de recolha de dados, destacam-se o
programa do Curso de Formação e o Projeto Político Pedagógico da Instituição. Quanto aos
instrumentos de recolha de dados, foram utilizados o diário de bordo da investigadora, o
inquérito por questionário e o relatório da professora responsável e das coordenadoras
pedagógicas.
Os resultados evidenciam, no ponto de chegada, o impacto positivo da formação continuada
docente, com observação de aulas, na aprendizagem de estudantes de um Curso Técnico de
Enfernagem, utilizando metodologias ativas, como Mapas Conceituais e Webquest. Conclui-se
que os professores da Educação Profissional, em trabalho colaborativo com as coordenadoras,
promoveram a mudança e inovação das práticas, o que motivou e reforçou a formação dos
estudantes, enquanto profissionais reflexivos, críticos e autónomos, preparados para integrarem
o mercado de trabalho. Deste modo, professores e estudantes empreenderam, efetivamente, um
processo de desenvolvimento pessoal e profissional colaborativo, com impacto na construção e
qualidade das suas aprendizagens.
The present study aims to analyze the impact of teacher education on the use of active methodologies, specifically Concept Maps and Webquest, for the change and innovation of practices and the reinforcement of learning and development of teachers and students of a Technical Nursing Course at a Professional Education Institution in the city of São Luís do Maranhão (Brasil). This is a case study, with qualitative methodology and involving action research, with about one hundred participants, including coordinators, teachers and students. As sources of data collection, the Training Course program and the Pedagogical PolicyProject of the Institution stand out. As for the data collection instruments, the researcher's notes, the questionnaire survey and the report of the responsible teacher and the pedagogical coordinators were used. The results show, at the point of arrival, the positive impact of continuing teacher education, with classroom observation, on the learning process of students from the Technical Nursing Course, using active methodologies such as Conceptual Maps and Webquest. It is concluded that the Professional Education teachers, in collaborative work with the coordinators, promoted change and innovation in their practices, which motivated and reinforced the training of students, as reflective, critical, and autonomous professionals, prepared to integrate the labor market. In this way, teachers and students effectively undertook a collaborative, personal and professional development process, with an impact on the construction and quality of their learning.
The present study aims to analyze the impact of teacher education on the use of active methodologies, specifically Concept Maps and Webquest, for the change and innovation of practices and the reinforcement of learning and development of teachers and students of a Technical Nursing Course at a Professional Education Institution in the city of São Luís do Maranhão (Brasil). This is a case study, with qualitative methodology and involving action research, with about one hundred participants, including coordinators, teachers and students. As sources of data collection, the Training Course program and the Pedagogical PolicyProject of the Institution stand out. As for the data collection instruments, the researcher's notes, the questionnaire survey and the report of the responsible teacher and the pedagogical coordinators were used. The results show, at the point of arrival, the positive impact of continuing teacher education, with classroom observation, on the learning process of students from the Technical Nursing Course, using active methodologies such as Conceptual Maps and Webquest. It is concluded that the Professional Education teachers, in collaborative work with the coordinators, promoted change and innovation in their practices, which motivated and reinforced the training of students, as reflective, critical, and autonomous professionals, prepared to integrate the labor market. In this way, teachers and students effectively undertook a collaborative, personal and professional development process, with an impact on the construction and quality of their learning.
Descrição
Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO CONTÍNUA, ENSINO PROFISSIONAL, BRASIL, EDUCATION, CONTINUING EDUCATION, PROFESSIONAL EDUCATION, BRAZIL