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Abstract(s)
Tratou-se no presente trabalho de práticas reflexivas e críticas de ensino auxiliadas pela metodologia WebQuest. A literatura diz que esta estratégia de ensino visa uma aprendizagem ativa e colaborativa. Assim, procurou-se estudá-la em conexão com as três formas de reflexões catalogadas em vasta bibliografia, quais sejam, as reflexões individual, coletiva e crítica. Bem como, também, mediante sua aplicabilidade na construção de imagens organizacionais idealizadas por Estevão (2004). Desta feita, a investigação que se propôs nesta dissertação têm dois escopos, a saber, se a metodologia WebQuest é uma estratégia pedagógica capaz de auxiliar o professor numa prática reflexiva e crítica de ensino no curso de graduação em direito da faculdade privada Machado de Assis, município de Imperatriz, Maranhão, Brasil; e, se é possível promover uma imagem de escola cidadã à faculdade através de um ensino reflexivo e crítico mediado pela metodologia WebQuest. Para alcançar as respostas necessárias, adotou-se uma pesquisa de campo, exploratória, qualitativa, quantitativa, e com um plano de coleta de dados, no qual foi utilizado três técnicas, a observação, o questionário e a entrevista. Os resultados encontrados ao final indicaram que, a WebQuest foi apta a auxiliar o professor num processo de ensino ativo e colaborativo; através da metodologia foi possível atingir todas formas de reflexões, quais sejam, individual, coletiva e crítica; e que o professor, ao trabalhar a metodologia de ensino de forma reflexiva e crítica, não conseguiu promover uma imagem de escola cidadã à faculdade. Assim, verificou-se a necessidade de que os estudos avencem, para que sejam trazidas maiores informações a comunidade acadêmica e científico sobre a metodologia WebQuest.
The present work is about reflective and critical teaching practices aided by the WebQuest methodology. Literature says that this teaching strategy aims at active and collaborative learning. Thus, it was sought to study it in connection with the three forms of reflections cataloged in a vast bibliography, such as individual, collective and critical reflections. As well, by its applicability in the construction of organizational images idealized by Estevão (2004). Thus, the research proposed in this dissertation has two scopes: if the WebQuest methodology is a pedagogical strategy capable of assisting the teacher in a reflexive and critical teaching practice in the undergraduate course in law at the private faculty of Machado de Assis, municipality of Imperatriz, Maranhão, Brazil; and if it is possible to promote a citizen school image to college through reflective and critical teaching mediated by the WebQuest methodology. In order to reach the necessary answers, a field research was carried out, exploratory, qualitative, quantitative, and with a data collection plan, in which three techniques, observation, questionnaire and interview were used. The results found at the end indicated that WebQuest was able to assist the teacher in an active and collaborative teaching process; through the methodology it was possible to reach all forms of reflection, which are individual, collective and critical; and that the teacher, in working on teaching methodology in a reflexive and critical way, was unable to promote an image of a citizen's school in college. Thus, it was verified the need for the studies to work, so that more information is brought to the academic and scientific community about the WebQuest methodology.
The present work is about reflective and critical teaching practices aided by the WebQuest methodology. Literature says that this teaching strategy aims at active and collaborative learning. Thus, it was sought to study it in connection with the three forms of reflections cataloged in a vast bibliography, such as individual, collective and critical reflections. As well, by its applicability in the construction of organizational images idealized by Estevão (2004). Thus, the research proposed in this dissertation has two scopes: if the WebQuest methodology is a pedagogical strategy capable of assisting the teacher in a reflexive and critical teaching practice in the undergraduate course in law at the private faculty of Machado de Assis, municipality of Imperatriz, Maranhão, Brazil; and if it is possible to promote a citizen school image to college through reflective and critical teaching mediated by the WebQuest methodology. In order to reach the necessary answers, a field research was carried out, exploratory, qualitative, quantitative, and with a data collection plan, in which three techniques, observation, questionnaire and interview were used. The results found at the end indicated that WebQuest was able to assist the teacher in an active and collaborative teaching process; through the methodology it was possible to reach all forms of reflection, which are individual, collective and critical; and that the teacher, in working on teaching methodology in a reflexive and critical way, was unable to promote an image of a citizen's school in college. Thus, it was verified the need for the studies to work, so that more information is brought to the academic and scientific community about the WebQuest methodology.
Description
Keywords
WebQuest Ensino reflexivo Modelos organizacionais de ensino Reflective teaching Organizational models of teaching