IMPROVING TEACHING PRACTICE: ANALYSIS OF EXPERIENCES IN INTEGRATIVE PROJECTS AT UNIVESP

Authors

DOI:

https://doi.org/10.5281/zenodo.13770370

Keywords:

Professional Development, Mentoring, Distance Education

Abstract

This paper explores the possibilities and limitations of facilitation in the Integrative Project course offered in the distance learning mode, with the aim of enhancing teaching practices. Descriptive bibliographic research was conducted, adopting a qualitative approach, and employing thematic analysis informed by four experience reports. This facilitated the development of a methodology to generate and analyze data based on the competencies framework for distance learning tutoring provided by the Brazilian Association of Distance Education (ABED). The application of this methodology enabled critical reflection on practical performance at the Virtual University of São Paulo (Univesp), leading to recommendations for self-improvement in teaching practices. The study concludes that examining practical experiences in online tutoring can not only improve distance education, but also help address gaps and challenges highlighted by emergency remote education during the Covid-19 pandemic.

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Author Biographies

Beatriz Martins Arruda, Doctoral student in Civil Engineering at the State University of Campinas - Brazil

Master in Urban Planning from the Pontifical Catholic University of Campinas

Amanda Ferreira Branco da Fonseca, São Paulo State University Júlio de Mesquita Filho - Brazil

Doctorate in Visual Arts

Janaína de Souza Silva, Doctoral candidate in Education at the State University of Campinas - Brazil

Master in Education from the São Paulo State University Júlio de Mesquita Filho. Teacher in the Municipal Education Network of Limeira

Isabela Lia Vaccari, Teacher at the State Network of São Paulo - Brazil

Doctorate in School Education from the São Paulo State University Júlio de Mesquita Filho.

Ana Lúcia Gabas Ferreira, Professor in the Postgraduate Program in Chemical Engineering at the University of São Paulo - Brazil

Doctorate in Food Engineering from the State University of Campinas.

References

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ABED - Associação Brasileira de Educação a Distância. Competências para Educação a distância: Matrizes e referenciais teóricos. [S.I.] 2a. Ed. 2014. Disponível em: https://www.abed.org.br/documentos/Competencias_Final_Ago2012.pdf. Acesso em: 15 set. 2022.

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BRASIL. Lei de Diretrizes e Bases da Educação. Lei n. 9.394, de 20 de dezembro de 1996. Brasília: Diário Oficial da União, 1996.

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BRAUN, V.; CLARKE, V. Using thematic analysis in psychology. Qualitative Research in Psychology, v.3, n.2, p.77-101, 2006.

GUITTON, J. O Trabalho Intelectual: Conselhos para os que estudam e para os que escrevem. Campinas: Edições Kirion, [1951]2018.

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ROSA, L. S.; MACKEDANZ, L. F. A Análise Temática como Metodologia na Pesquisa Qualitativa em Educação em Ciências. Atos de Pesquisa em Educação, v.16, n.e8574, p.1-23, 2021.

UNIVESP - UNIVERSIDADE VIRTUAL DO ESTADO DE SÃO PAULO. Orientações para alunos de projeto integrador. 2021a. Disponível em https://assets.univesp.br/Proj_Integrador/2023-1S/Orientacoes_para_alunos_de_PI.pdf. Acesso em: 01 jul. 2024.

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Published

2024-08-08

How to Cite

ARRUDA, B. M.; FONSECA, A. F. B. da; SILVA, J. de S.; VACCARI, I. L.; FERREIRA, A. L. G. IMPROVING TEACHING PRACTICE: ANALYSIS OF EXPERIENCES IN INTEGRATIVE PROJECTS AT UNIVESP. Cenas Educacionais, [S. l.], v. 7, p. e17022, 2024. DOI: 10.5281/zenodo.13770370. Disponível em: https://revistas.uneb.br/index.php/cenaseducacionais/article/view/17022. Acesso em: 21 nov. 2024.

Issue

Vol. 7 (2024): CONTINUOUS PUBLICATION

Section

Experience Report

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Copyright (c) 2024 Beatriz Martins Arruda, Amanda Ferreira Branco da Fonseca, Janaína de Souza Silva, Isabela Lia Vaccari, Ana Lúcia Gabas Ferreira

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