Navegando por Autor "Farias, Elizabeth Regina Streisky de"
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Item Da sala de recursos para a cultura maker: formando estudantes para o século XXI(Universidade Estadual do Paraná, 2024-07-26) Casagrande, Keli; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; https://lattes.cnpq.br/5337435731425536; Vieira, Leociléa Aparecida; https://lattes.cnpq.br/0063909006157307; Farias, Elizabeth Regina Streisky de; https://lattes.cnpq.br/8009305295212594; Fernandes Junior, Alvaro Martins; https://lattes.cnpq.br/4687363695453133The proposed research considers the theme of maker culture and its applicability in Learning and Multifunctional Resource Rooms to promote learning. In order to meet the demands of the 21st century, there has been a need for changes in the educational scenario, highlighting innovative pedagogical practices capable of involving students in real learning contexts, enabling student autonomy and involvement in creative processes. However, there are difficulties in including this process due to the lack of physical resources and specific teacher training. The aim of the study was to analyze the feasibility of applying maker culture in Resource Rooms; to describe maker culture in the educational environment; to contextualize Resource Rooms (Multifunctional and Learning) and to find out how teachers approach maker culture. It is justified as an object of research because of its relevance and contemporaneity, aiming to stimulate interest in its practical applicability, promoting the enrichment of the educational environment through different methodologies. The methodology adopted in this research is based on the principles of theoretical-bibliographical investigation and case study, and is qualitative-quantitative in nature, with an exploratory-descriptive approach. A bibliographic search was carried out using sources such as the Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library On-line (Scielo), Institute of Science Education, Google Scholar and the Portal Periódicos of the Coordination for the Improvement of Higher Education Personnel (Capes). Data was collected using a semi-structured online questionnaire addressed to teachers in the Learning Resource Rooms and Multifunctional Resource Rooms of the Curitiba Municipal Education Network. Bardin's Content Analysis technique was used to analyze and interpret the data collected. The results indicate that the majority of resource room teachers believe in the viability of the maker culture to promote learning and develop skills such as creativity, autonomy, attention, concentration, memory and problem-solving. However, challenges such as the lack of material resources and the need for ongoing teacher training stand out.Item Desenho Universal para a Aprendizagem: contribuições à prática pedagógica do professor da Sala de Recursos Multifuncionais(Universidade Estadual do Paraná, 2022-10-28) Rosalin, Mariliz Cristiane; Cirino, Roseneide Maria Batista; Farias, Elizabeth Regina Streisky de; https://lattes.cnpq.br/8009305295212594; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/4266931228965890; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Vestena, Carla Luciane Blum; https://lattes.cnpq.br/0863582713179217; Cunha, Rosemyriam Ribeiro dos Santos; https://lattes.cnpq.br/0536970443232460This research had as a problem the fact that the practices of the Multifunctional Resource Room (MRR) are repetitions of what is developed in the regular classroom, being applied the same methodologies, resources and content. Thus, this study aimed to understand how Universal Design For Learning (UDL) can be an approach to the promotion of practices that develop students’ autonomy and learning. Education, in a conventional, conservative mode, has tasked the students the role of passive spectators, so that the process of building knowledge by these subjects became compromised. Thus, changing this logic is a pedagogical imperative. In this context, the principles of UDL, having as its resources the active methodologies, may enable pedagogical practices that contribute to the development of students’ skills. This research was founded in the theoretical contributions that discuss the continuing training, of UDL, active methodologies and inclusive pedagogical practices in the Specialized Educational Service (SES). To this end, this investigation was outlined based on bibliographic and field research, through the descriptive and exploratory study. Data analyzes were based on the qualitative approach. The research participants were 11 teachers working in the MRR of the State and Municipal Education Network of a city in the state of Paraná, Brazil. For data collection, a semi-structured interview script was applied, containing issues regarding the professional and academic profile of the teachers, and the proposition of three problem situations of classroom daily life. Also, participants were asked about demands of topics that made up the e-book educational product, of self-training character, available to the research participants and other interested parties. As a result, it is pointed out that UDL is an approach that can boost the problematization of the pedagogical practices developed in the MRR and the articulation between UDL and active methodologies, which is a possibility in the learning and development processes of each of the students. It is also noteworthy the crucial role of SES, whose practices performed in the MRR can be promising to the development of the Higher Psychological Functions. The research participants highlighted the engagement with their work and are aware of the importance of this service for Inclusive Education. However, sometimes they come into conflicts that involve meeting the demands and learning specificities of students and also meet the demands of regular classroom content, which eventually are repeated in the MRR. UDL represents an approach that can enhance teaching and learning processes, in order to serve all students and boost skills for the appropriation of classroom content