Trabalho em grupo: uma estratégia de aprendizagem no ensino superior

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dc.contributor.advisorAndrade, Maria de Fátima Ramos de
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/2272192785424412por
dc.contributor.authorCasanova, Mousar
dc.creator.Latteshttp://lattes.cnpq.br/3560121156225807por
dc.date.accessioned2019-06-27T15:26:27Z
dc.date.accessioned2020-05-28T18:11:38Z
dc.date.available2020-05-28T18:11:38Z
dc.date.issued2019-02-18
dc.description.abstractThis study aims to investigate the criteria used by teachers in higher education in work groups. Understanding that the role of teaching is the search and mastery of knowledge and the teacher is the mediator between the student and the knowledge transformation, the research sought to understand how the teacher puts at the disposal of its students means to organize, systematize, enrich and broaden learning experiences, focusing on work groups as a learning strategy. The research was carried out with university professors who work in the course of Licenciatura in Pedagogy of a private college in the city of São Paulo in one of its units located in the East Zone. The qualitative research was structured in four stages: bibliographical study, field research with the application of questionnaires and interviews with higher education professors, data and information processing, and the final considerations were based on the theoretical basis. The research allowed identifying who are the professors - profile, academic background, teaching time - if they make use of the group work and how they use this methodology as a learning strategy. The research results confirmed the hypothesis that work groups may offer a concrete opportunity to build knowledge in a cooperative way and with potential for the student to relate in a variety of ways to knowledge, but to meet the proposed learning objectives, the student necessarily needs active participation and willingness to cooperate, and the teacher must systematically follow-up the groups.eng
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dc.identifier.citationCASANOVA, Mousar. Trabalho em grupo: uma estratégia de aprendizagem no ensino superior. 2019. 199 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/25072
dc.keywordswork groupeng
dc.keywordshigher educationpor
dc.keywordsactive methodologypor
dc.keywordssocio-interactionismpor
dc.keywordscooperationpor
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecttrabalho em grupopor
dc.subjectensino superiorpor
dc.subjectmetodologia ativapor
dc.subjectsociointeracionismopor
dc.subjectcooperaçãopor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAOpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/19152/Mousar%20Casanova.pdf.jpg*
dc.titleTrabalho em grupo: uma estratégia de aprendizagem no ensino superiorpor
dc.typeDissertaçãopor
local.contributor.board1Ambrogi, Ingrid Hötte
local.contributor.board1Latteshttp://lattes.cnpq.br/6330995631263989por
local.contributor.board2Rosito, Margaréte May Berkenbrock
local.contributor.board2Latteshttp://lattes.cnpq.br/1441799724825241por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Educação, Filosofia e Teologia (CEFT)por
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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