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Engagement académico: premissa pedagógica para o desenvolvimento de competências transferíveis
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Advisor(s)
Abstract(s)
Em tempos de ciber espaços de aprendizagem, os sistemas de educação necessitam de modelos pedagógicos que possibilitem aos estudantes engajar-se, desenvolver competências e sentirem- se aptos a transferir essas competências para outros contextos de atuação. É pois, a partir do modelo pedagógico utilizado pela Universidade Aberta de Portugal, e, baseado na metodologia de Design Based Research com análise qualitativa das percepções dos estudantes envolvidos, que pretendemos neste estudo, analisar se a disciplina Ambientes Virtuais de Aprendizagem promoveu o desenvolvimento de competências transferíveis. Os resultados apontaram posicionamentos positivos como: 1) proporcionou debates envolvendo questões educativas relacionadas com aspectos sociais, políticos ou filosóficos; 2) possibilitou convivência em uma comunidade de prática com experiências e pontos de vista diferenciados; 3) alternativas criativas para melhorar práticas pedagógicas e formativas; 4) soluções para problemas complexos 5) promoveu engagement com significado. São discutidas as implicações dos resultados encontrados, tanto do ponto de vista de intervenção prática, quer em termos de investigações futuras.
In times of cyber learning spaces, education systems need pedagogical models that enable students to engage, develop skills, and feel capable to transfer them to other contexts. Based on the Design Based Research methodology of qualitative analysis of student’s perceptions, we analyzed whether the Virtual Learning Environments discipline promoted the development of transferable skills. The findings regarding the class were primarily positive, such as it: 1) promoted debates involving educational issues related to social, political or philosophical aspects; 2) enabled coexistence in a community with different experiences and points of view; 3) created alternatives to improve pedagogical and formative practices; 4) provided solutions to complex problems; and 5) promoted meaningful engagement. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.
In times of cyber learning spaces, education systems need pedagogical models that enable students to engage, develop skills, and feel capable to transfer them to other contexts. Based on the Design Based Research methodology of qualitative analysis of student’s perceptions, we analyzed whether the Virtual Learning Environments discipline promoted the development of transferable skills. The findings regarding the class were primarily positive, such as it: 1) promoted debates involving educational issues related to social, political or philosophical aspects; 2) enabled coexistence in a community with different experiences and points of view; 3) created alternatives to improve pedagogical and formative practices; 4) provided solutions to complex problems; and 5) promoted meaningful engagement. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.
Description
Keywords
Engagement acadêmico Competências e habilidades Ensino superior Academic engagement Skills and abilities Higher education
Citation
RIGO, Rosa, MOREIRA, J. António, & VITÓRIA. Maria Inês Côrte (2020). Engagement académico: premissa pedagógica para o desenvolvimento de competências transferíveis. Educação em Revista. 36:e217239. 1-16