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Aprendizagem entre pares como estratégia de permanência e êxito nos Cursos Técnicos no Campus Brasília
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| 1.04 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Essa dissertação trata da pesquisa que tem por objetivo principal identificar as estratégias utilizadas entre os estudantes para contribuir com o processo de ensino aprendizagem entre os pares nos cursos técnicos do campus Brasília do Instituto Federal de Educação, Ciência e Tecnologia de Brasília - IFB. Para isso contou com a participação dos estudantes selecionados no programa denominado monitoria nos anos de 2017 e 2018, monitores, e os estudantes por eles assistidos. Dentro desse recorte 15 estudantes monitores e 10 estudantes assistidos foram submetidos a procedimento de inquérito por entrevista semiestruturada utilizando a metodologia qualitativa. Os dados obtidos foram analisados com base na análise de conteúdo de forma a conhecer as estratégias e as contribuições da atividade entre os pares para o desenvolvimento do processo de ensino aprendizagem. Constatou-se que as principais contribuições relacionam-se ao aprimoramento das habilidades sociais, promoção da autonomia, autorregulação da aprendizagem, motivação para persistir no curso e cooperação. A partir disso foi construída uma proposta de intervenção socioeducacional voltada para a melhoria contínua e pleno aproveitamento desse programa como importante recurso para valorização dos processos de ensino aprendizagem.
This Master’s thesis deals with the research whose main objective is to identify the strategies used among students to contribute to the teaching-learning process between peers in the technical courses of Brasília campus, The Federal Institute of Education, Science and Technology Brasília - IFB. It had the participation of the students selected in the program called monitoria in the years 2017 and 2018 and the students they assisted. Within this cut-off, 15 student monitors and 10 assisted students were submitted to a semi-structured interview survey procedure using the qualitative methodology. The obtained data were analyzed based on the content analysis in order to know the strategies and the contributions of the activity among the pairs for the development of the teaching-learning process. It was verified that the main contributions are related to the improvement of social skills, promotion of autonomy, self-regulation of learning, motivation to persist in the course and cooperation. From this, a proposal for socio-educational intervention was developed, created to the continuous improvement and full utilization of this program as an important resource for valuing learning-teaching process.
This Master’s thesis deals with the research whose main objective is to identify the strategies used among students to contribute to the teaching-learning process between peers in the technical courses of Brasília campus, The Federal Institute of Education, Science and Technology Brasília - IFB. It had the participation of the students selected in the program called monitoria in the years 2017 and 2018 and the students they assisted. Within this cut-off, 15 student monitors and 10 assisted students were submitted to a semi-structured interview survey procedure using the qualitative methodology. The obtained data were analyzed based on the content analysis in order to know the strategies and the contributions of the activity among the pairs for the development of the teaching-learning process. It was verified that the main contributions are related to the improvement of social skills, promotion of autonomy, self-regulation of learning, motivation to persist in the course and cooperation. From this, a proposal for socio-educational intervention was developed, created to the continuous improvement and full utilization of this program as an important resource for valuing learning-teaching process.
Description
Keywords
aprendizagem entre pares educação profissional habilidades sociais autorregulação motivação cooperação peer learning professional education social skills self-regulation motivation cooperation