Navegando por Assunto "Aprendizagem"

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Correlação entre o estilo individual de aprendizagem e os resultados das avaliações somativa e formativas
(Centro Universitário do Estado do Pará, 2021) Rodrigues, Lauren Oirama Valente Santos Brabo; Raiol, Mauro Santos; Carvalho, Walther Augusto de; http://lattes.cnpq.br/0789028145294047
Learning is the process of acquiring knowledge and skills through experience. Whether through formal or informal education, the learning process integrates the subject with its environment and gives it access to the cultural heritage that enables the creation of new knowledge. It is desired that people follow different learning paths that result in different outcomes of training and use of knowledge. In this work, David Kolb's Experiential Learning Theory was used, which divides learning into four individual styles, namely: activism, reflection, theory and pragmatism. Thus, it is believed that when knowing the different learning styles and the profile of their students, the teacher has an advantage in the educational field, considering the best methodology for learning and, consequently, obtaining more efficient results.
Percepção dos pais em relação à atividade do brincar no contexto de pré, durante e pós pandemia da COVID-19
(Centro Universitário do Estado do Pará, 2024-09-02) Silva, Carla Cristina Santos e; Silva, Enmily Rayanne Ferreira da; Oliveira, Ester dos Reis; Carvalho, Ana Emília Vita; Moreira, Jenifer Leda Muniz; http://lattes.cnpq.br/0704977947359760; http://lattes.cnpq.br/1981562999898097; Moutinho, Anna Camila Alves Franco; Colino, Ana Sylvia Valente; http://lattes.cnpq.br/4519243618295289
Introduction: In childhood, playing is one of the main forms of expression, and is described as an important tool in learning different skills. However, with the advent of the COVID 19 pandemic, there was an atypical period that brought numerous adverse consequences. Objective: To describe the activity of playing in the pre, during and post-pandemic periods according to the perception of parents/guardians in a sample of children. Method: The study was cross-sectional, descriptive and with quantitative data analysis. The sample consisted of 25 parents/guardians of children aged 7 to 10 years old, both sexes. After approval by the CEP, data collection took place online via Google Meet, starting with the application of the TCLE and the Voice Recording Agreement, via Google Forms. The Psychopediatric Interview Guide and the Family Environment Resources Inventory (RAF) were also used in the data collection. Results: Significant changes were observed in the games preferred by the children in this study, according to the perception of parents/guardians, with a decrease in games with predominantly symbolic and motor characteristics, and an increase in concentrated games. Furthermore, parents reported relevant behavioral changes in their children's development, such as increased use of screens. They also reported impaired development characterized by delays in school content. Regarding the result in the RAF, the lowest average achieved was in the item resources that promote proximal processes (M=3.4). However, with regard to support and psychosocial risk indices, the majority of parents reported promoting support in the family environment and absence of risk, respectively (72%; p=0.0002) (80.0%; p<0 .0001). Conclusion: Even in the face of good environmental resources, the COVID-19 pandemic had an impact on the behavior and development of the children in the sample, according to the parent’s perception.
Responsabilidade social acadêmica frente às dificuldades na aprendizagem e alterações no comportamento: Relato de experiência
(Centro Universitário do Estado do Pará, 2022) Ferreira, Camila de Morais; Bessa, Ana Carolina Ferreira; Corrêa, Raissa Maria Botelho; Boulhosa, Fabiano José da Silva; Alcântara, Rita Cristina Cotta; http://lattes.cnpq.br/8357709486728408; Teixeira, Renato da Costa; http://lattes.cnpq.br/3506765836592906; http://lattes.cnpq.br/3994622253119424
Report how the educational community deals with students who exhibit behavioral changes and learning difficulties. It is a descriptive study in the form of an experiential report, based on the experiences and observations of students in the undergraduate Physiotherapy program at the Centro Universitário do Estado do Pará (CESUPA) in Belém-PA. It was found that the introduction of active methods and practical classes contributes positively to various aspects of development, but it is also found that it evokes various emotions and pre-existing symptoms; students develop socioemotional attitudes and the teacher's focus beyond that of a formal relationship is vital to recognizing their potential and needs. Finally, the importance of SAE and the involvement of the family in the institution was also delineated. Furthermore, the presence of students with behavioral changes and learning difficulties within the university requires changes and adaptations within the institution. This is to ensure that their academic performance is not affected, and to target academic social responsibility in addition to working with ethical principles to foster academic development.