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S16 O Ensino de Engenharia Mecânica |
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Title:
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PEDAGOGIC QUESTIONS IN THE TEACHING-LEARNING PROCESS OF THE ENGINEERING COURSES AT UFRN
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Summary :
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IT IS DEMANDED FROM UNIVERSITIES TODAY THAT THEY TRAIN THE PROFESSIONALS REQUIRED BY CURRENT REALITY: SCIENTIFICALLY AND TECHNOLOGICALLY COMPETENT CITIZENS, CAPABLE OF WELL-GROUNDED DECISION-MAKING. CURRICULAR REFORMS HAVE BEEN IMPLEMENTED AS A PARTIAL SOLUTION IN FACE OF RECURRENT CRITIQUES ABOUT QUALITY OF PROGRAMS AND THE SLOW INSTITUTIONAL RESPONSE TO CURRENT FORMATIVE AND PROFESSIONAL DEMANDS. THIS WORK, BASED ON EXPLORATORY RESEARCH, INTENDS TO CONTRIBUTE TO THE ADVANCE OF THE TEACHING-LEARNING PROCESS OF THE ENGINEERING COURSES AT UFRN, BY ATTEMPTING TO EXPLAIN HOW PEDAGOGIC KNOWLEDGE (USUALLY ABSENT FROM SUCH COURSES) CAN GUIDE A NEW TEACHING PRACTICE. THE INVESTIGATION, USING REFLECTION-DISCUSSION OF PEDAGOGIC PROBLEMS AS A METHODOLOGICAL RESOURCE, FOCUSED ON THE TEACHING AND LEARNING CONCEPTIONS THAT TEACHERS REVEAL IN THEIR TEACHING PRACTICES. TEACHERS EVIDENCED THAT LEARNING HAPPENS THROUGH A SIMPLIFIED PROCESS OF TRANSMISSION-RECEPTION IN WHICH STUDENTS APPROPRIATE THE MEANINGS OF THE CONTENTS AS THEY ARE TRANSMITTED BY THEIR TEACHERS, ACCORDING TO THE PREVALENT MERELY SUBJECT-MATTER-ORIENTED PRACTICES.
KEYWORDS: TEACHING-LEARNING CONCEPTIONS, TEACHING PRACTICES.
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Author :
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Nogueira, José Wilson Lage
Núñez, Isauro Beltrán
Ramalho, Betania Leite
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Paper View :
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