Navegando por Assunto "Docentes universitários"

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    Avaliação e satisfação dos lanches oferecidos para docentes em uma Instituição de Ensino Superior
    (Centro Universitário do Estado do Pará, 2024-06-10) Marques, Manuela Alves; Gaspar, Daniela Pinheiro; Rodrigues, Leticia Helena Cardoso Leal; http://lattes.cnpq.br/2731430204196846; http://lattes.cnpq.br/9245835771527449; Marques, Simone do Socorro Fernandes; http://lattes.cnpq.br/0651248478895645; Campos, Jamilie Suelen dos Prazeres; http://lattes.cnpq.br/4508719756740232
    The present study aims to evaluate the nutritional quality and satisfaction of snacks offered to teachers at a Higher Education Institution in Belém, Pará. It is a quali-quantitative exploratory research, of a descriptive cross-sectional type, which evaluated 167 teachers, using the Guia Alimentar para a População Brasileira and the Programa de Alimentação do Trabalhador (PAT). The satisfaction survey of snacks offered to teachers was carried out using an online form, which revealed that the snacks offered to teachers need improvements to meet nutritional recommendations and increase their satisfaction, aiming to offer healthier and more balanced options, through reduction the consumption of sweet and processed foods, as well as the elimination of sugar present in juice and offering healthier and/or whole foods, mainly fruit, which gained main prominence, given that 87 teachers cited it as a suggestion for improvements. Furthermore, the need to avoid food waste and adopt measures to solve this problem is highlighted.
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    Métodos ativos de ensino e aprendizagem e desenvolvimento docente em cursos de graduação na cidade de Belém
    (Centro Universitário do Estado do Pará, 2019) Abreu, Clissia Renata Loureiro Croelhas; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Reis Junior, Leandro Passarinho; http://lattes.cnpq.br/8106073837131437; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582; Teixeira, Renato da Costa; http://lattes.cnpq.br/3506765836592906; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040
    Introduction: The innovative conception of education presupposes new pillars: learning to know learning to do, learning to live together, and learning to be, which have highlighted the need to reconstruct the relationship between teaching and discourse in the teaching-learning process creating a new environment for both teacher and student. Problems: The research was guided by the following epistemological questions: How do teachers perceive their professional development from the use of active methodologies in their teaching practice in higher education? How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development?How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development? Objectives: To analyze the use of active methodologies and their effects on the development of higher education teachers by proposing a technical note. Identify how teachers plan to perform teaching activities in courses that use Active Methods. Identify which formative practices contribute to their development as a teacher. Map the potentialities and weaknesses faced by teachers in the development of learning from Active Methods. Verify the challenges faced by teachers in working with active methodologies. methodological approach: qualitative research and was supported epistemic use of bibliographic research, document and data collection with the application of mixed questionnaire to participants. Results: The first results indicate the prospect that working with active methods of teaching epistemology imply a review. The definition by the active method teachers was represented by the following keywords: Protagonism 38.89%, innovative 27.78%, Challenger 11, 11%, Effective 11.11%, paradigm shift 5.55% and knowledge building 5 , 55%. The most used methodologies TBL 77.8% reported using this methodology, 72.2% use PBL, 66.7%, seminar 38.9%, Integrated Panel 33.3%, Gamification 16.7, PJBL, 11.1 % Peer Instruction 11.11%, GVGO, 11.1%. As for the potentiality of the active methods, these were highlighted as follows: 33.33% “for stimulating critical awareness and creativity”, 27.77% “for gradual development, 27.77% allows student autonomy, 5, 55% the maturation of the students. The favoring of teacher development with active methodologies was referenced as follows: Dynamic 5.55%, Process under construction 33.33%, Active methodologies stimulate teacher updating and improvement 33.33%, Challenging and motivating 16.66%. Conclusion: It was understood, therefore, that the active methods allow and challenge teachers to a continuous and permanent (self) formative process whether it is captured by the institution, as well as by the desire for teacher self-learning.