O papel do professor na mediação pedagógica da aprendizagem no ensino superior
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2020
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Com a globalização, o Ensino Superior se viu na necessidade de saber lidar com as complexas exigências da sociedade, com os avanços do conhecimento científico e com os desafios da empregabilidade e do empreendedorismo. Nesse contexto, o professor das Instituições de Ensino Superior, para além da função de investigador, deve atuar como um mediador na aprendizagem do estudante recorrendo, para isso, ao uso de estratégias diferenciadas na sala de aula, de forma a atingir a excelência no ensino e na aprendizagem. Assim, foi nosso objetivo triangular as percepções de professores com a de alunos de um curso de Psicologia de uma IES, em um campus situado em Vitória da Conquista (BA), relativamente ao papel do professor na mediação pedagógica da aprendizagem. Para isso, recorremos a uma metodologia de cariz qualitativo, de estudo de caso, com recurso à entrevista semiestruturada, sujeita a análise de conteúdo, direcionada aos docentes e alunos dos dois últimos anos do curso em análise. Como resultados da investigação e, ao triangularmos as percepções de professores e alunos sobre a eficácia da mediação pedagógica utilizada pelos professores na sala de aula, verificamos que ambas convergem na ideia de que, quando o professor, na sua mediação pedagógica, recorre a modelos dinâmicos que superam as aulas expositivas com recursos a slides, envolvendo os alunos em atividades que potenciam aprendizagens significativas, há uma melhoria significativa no desempenho dos seus alunos. No entanto, para que isso ocorra, é necessário que os docentes das IES assumam a primordialidade de uma formação continuada, pois só assim é possível oferecer um ensino de qualidade, que oportuniza uma aprendizagem significativa.
With globalization, Higher Education found itself in the need to know how to deal with the complex demands of society, with advances in scientific knowledge and with the challenges of employability and entrepreneurship. In this context, the teacher of Higher Education Institutions, in addition to the role of researcher, should act as a mediator in student learning using, for this, the use of differentiated strategies in the classroom, in order to achieve excellence in teaching and learning. Therefore, it was our intention to triangulate the perceptions of teachers with students of a Psychology course at an HEI, on a campus located in Vitória da Conquista (BA), with regard the role of the teacher in the pedagogical mediation of learning. For this, we use a qualitative methodology, a case study, using a semi-structured interview, subject to content analysis, aimed at teachers and students of the last two years of the course under analysis. As results of the investigation and, when triangulating the perceptions of teachers and students about the effectiveness of pedagogical mediation used by teachers in the classroom, we find that both converge on the idea that, when the teacher, in his pedagogical mediation, resorts to dynamic models that surpass the expository classes with resources to slides, involving students in activities that enhance significant learning, there is a significant improvement in the performance of their students. However, for this to happen, it is necessary that the teachers of the HEIs assume the primordiality of a continuous training, because only in this way is it possible to offer quality education, which provides meaningful learning.
With globalization, Higher Education found itself in the need to know how to deal with the complex demands of society, with advances in scientific knowledge and with the challenges of employability and entrepreneurship. In this context, the teacher of Higher Education Institutions, in addition to the role of researcher, should act as a mediator in student learning using, for this, the use of differentiated strategies in the classroom, in order to achieve excellence in teaching and learning. Therefore, it was our intention to triangulate the perceptions of teachers with students of a Psychology course at an HEI, on a campus located in Vitória da Conquista (BA), with regard the role of the teacher in the pedagogical mediation of learning. For this, we use a qualitative methodology, a case study, using a semi-structured interview, subject to content analysis, aimed at teachers and students of the last two years of the course under analysis. As results of the investigation and, when triangulating the perceptions of teachers and students about the effectiveness of pedagogical mediation used by teachers in the classroom, we find that both converge on the idea that, when the teacher, in his pedagogical mediation, resorts to dynamic models that surpass the expository classes with resources to slides, involving students in activities that enhance significant learning, there is a significant improvement in the performance of their students. However, for this to happen, it is necessary that the teachers of the HEIs assume the primordiality of a continuous training, because only in this way is it possible to offer quality education, which provides meaningful learning.
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Orientação: Alcina Manuela de Oliveira Martins
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, PROFESSORES, APRENDIZAGEM, MEDIAÇÃO PEDAGÓGICA, ENSINO SUPERIOR, EDUCATION, TEACHERS, LEARNING, PEDAGOGIC MEDIATION, HIGHER EDUCATION