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- ItemSomente MetadadadosCritérios De Qualidade Para Educação Permanente Em Saúde Na Modalidade À Distância: O Contexto Do Curso De Especialização Em Saúde Da Família Una-Sus/Unifesp(Universidade Federal de São Paulo (UNIFESP), 2017-11-30) Joaquim, Juliana Bezerra [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The distance education has been proliferated globally in large proportions, including in the health area, and to serve better all the public, the responsible agencies of education in the country has been working hard on the issue of quality education. Concerned about the formation and the offers of distance courses, many have been the advances over the years. Recently, Resolution nº 1 of March 11th, 2016, which establishes National Guidelines and Norms for the Offering of Programs and Higher Education Courses in Distance Mode, was published. Since then, the Education Institutions that proposed to provide education in this modality can follow these inductors, as well as being the base for the evaluation policies and processes and regulation of courses and Higher Education Institutions. However, taking into account the big offer of postgraduate courses in the health area, by the distance modality, it becomes urgent the evaluation of these courses. Objective: to identify and to analyze the quality criteria for Permanent Health Education, in the distance modality in the specialization course in Family's Health, offered by the UNA-SUS/UNIFESP, by the perception of the participants of the research, which were students, tutors and coordinators of this course; to analyze the pedagogical project of the course and to compare the emphasized topics in the speeches of the participantes with the inductors suggested by the Education Ministry. Method: Descriptive, exploratory and qualitative research, which followed these methodological steps: bibliographic research and empirical research, with the proposal that both could provide important data about the quality criteria adopted by the UNA-SUS' Family Health Specialization course. That is, the perception of the quality of the distance education in the permanent education in health emerged by the participants. Results: After analyzing the data, there were some particularities related to the permanent education in health, emphasized by the participants of the research, which must be treated and worked exclusively and gradually, it was also possible to observe a proximity between the quality criteria already divulged by the Education Ministry, in the speeches of the participants of this research. Considerações Finais: With the results, it was possible to define possible quality criteria for permanent health education in the distance modality, being available as a product of this research, to guide and help education institutions that offer courses in the health area in this modality.
- ItemSomente MetadadadosEnsino Híbrido Na Formação Profissional Em Fisioterapia: Potencialidades, Desafios E Fragilidades(Universidade Federal de São Paulo (UNIFESP), 2017-03-17) Ostolin, Thatiane Lopes Valentim Di Paschoale [UNIFESP]; Dourado, Victor Zuniga [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The active position of the student in the construction of knowledge is the guiding principle of the teaching-learning process in Kinesiology teaching. It is believed that the use of blended learning strategy meets the profile of contemporary university students. The use of the Virtual Learning Environment (VLE) favors the increase of students' performance by making the teaching-learning process more flexible and stimulates the students' role in the search and production of knowledge through interactivity and closer approximation of their reality, demands and expectations. Due to the great diversity of themes and focus areas, the presence of monitors, acting as teaching assistants and tutors, is necessary as facilitators and promoters of teacher-student interaction. The objective was to analyze the influence of blended learning in the teaching, learning and evaluation processes of the modules from 2015 to 2016. It consisted of a prospective exploratory descriptive study of mixed approach with qualitative predominance. Data on access and participation history in VLE activities, academic performance data, and participation data on monitoring were collected. The questionnaire on VLE use was applied at the end of the modules and subsidized the construction of the semi- structured interview, which were analyzed through discourse analysis. Quantitative data were analyzed descriptively. Correlations between the variables were evaluated by the Pearson or Spearman coefficients. The influence of blended learning strategy on academic performance was investigated in a multiple linear stepwise regression model. Most students reported having used VLE in the past, and felt that using VLE required orientation and adjustment time. More than 60% of the students sought help from the tutor and almost 80% sought help from their colleagues. With biweekly access, it can be observed that the days in which the VLE most used has a face-to-face lecture and is done through a computer and a notebook. Access to VLE is easy and simple and your organization makes it easy to use. In addition, VLE is effective in delivering content, promoting interactivity, and conducting assessments. However, communication and feedback need to be improved. For 87.6% of students, the use of VLE contributes to learning. The quantity and quality of the contents and activities are satisfactory or excellent, as well as the time available for their accomplishment. According to the students, both reading materials and videos are used. Most of the students reported having had a good use and participation in the modules. There was an association between Module II and worse academic performance, as well as a significant increase in access to VLE. Moderate correlations were found between VLE use data and academic achievement indexes. In the multiple stepwise linear regression models, the main determinants of academic performance indices were participation data in monitoring. The most noteworthy aspects of the modules were the practical content, the identification of the relationship with the professional performance and the need for greater integration between the knowledge acquired in the common axis and those related to the specific axis. The use of WhatsApp made interaction, clarifying doubts and coping with difficulties easier, more practical and faster. The use of the VLE is a facilitator and driver of the teaching and learning process, allowing a more flexible, practical, free, self-regulated and close to the connected daily routine of students. Monitoring is a timely learning space that respects the pace of learning characteristic of each. All the students interviewed ensured that their doubts and difficulties were solved either by the monitors or the tutor, in person or virtually. Therefore, the use of the blended learning strategy is effective and viable in Kinesiology modules I and II.
- ItemAcesso aberto (Open Access)Estudo analítico da avaliação de desempenho dos alunos do curso de especialização em Saúde da Família UNA-SUS/Unifesp(Universidade Federal de São Paulo, 2018) Almeida, Lucy Ferreira de [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; http://lattes.cnpq.br/5091970329164141; http://lattes.cnpq.br/2779150581636253The Permanent Education in Health - EPS aims to transform the work environment into primary care as a learning space. To better understand the effectiveness of the UNA-SUS / UNIFESP Family Health Specialization course, we investigated the coherence between the evaluative process, the egress profile and the pedagogical proposal of the course. When analyzing the process of evaluation of the performance of the student of Specialization in Family Health UNA-SUS / UNIFESP, we map the processes of evaluation in Distance Education - EaD in the health area. We describe the evaluation processes and identify the instruments for evaluating students' performance in the course. We also identify students' perceptions about the evaluative process and verify the coherence between the process and the competencies for egress performance. The proposals of the discussion forums are consistent with the theme of the complex cases addressed and it is the female students who most recognize the contribution of the forum to reflect on their professional practice. We used a quantitative research that carried out a descriptive study about the coherence between the evaluative process, the egress profile and the pedagogical proposal of the course. The questionnaire was organized with objective questions and two open questions, all responses were anonymous. In the process of checking the structure of the course, the coherence between the evaluation process and its proposals, we note that the evaluation happens to the course logo and is not identified by the students only as the evaluation at the time of the face-to-face meeting, however the students of older and with a higher degree of training are those who most recognize their contribution to identifying changes in the professional profile. We verified the contributions of the evaluation process to the construction of professional competences and to the professional practice, mainly in the communication with the user, where the significant association with the nationality was evidenced, since the Cuban students were the ones that pointed out improvements in communication with the team, indicating here an opportunity for adaptation or cultural learning.
- ItemAcesso aberto (Open Access)Motivação dos alunos da área de estética em curso oferecido na modalidade a distância: contribuições para processos educativos em saúde(Universidade Federal de São Paulo (UNIFESP), 2021) Pela, Flavia Maria Pirola [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São PauloScience plays a crucial role in society, being responsible for the discovery, production and dissemination of knowledge. In other words, we use science and technology to facilitate and improve people's lives. Non-face-to-face education has, for a long time, revolutionized the pedagogical plans of almost the entire world, in both developed and developing countries, either in the context of formal education or in the areas of professional training through distance education (EaD). The purpose of this research is to identify the students' perception related to motivation of learning in the Aesthetics and Cosmetics under graduate distance course at University Cruzeiro do Sul. This study is quantitative with retrospective analytical/descriptive design and was based on Motivation Strategy Questionnaire for Learning (MSLQ), an instrument that consist in 17 questions designed from the classical theories of social cognitive learning, and which are widely used to predict academic performance. MSLQ was applied in a group of 422 respondents, with return on a type Likert scale, from 1 to 7, through anonymous responses, verifying the level of reliability of the research by presenting an acceptable Cronbach’s alpha. It is noticeable that teaching strategies in addition to the relationship between teacher and student and obtaining good grades, in EaD environment, directly influence the quality of teaching and the motivation of students, and when maintained for a prolonged period of time, make it possible for this group to remain motivated and willing to develop their studies in an organized manner, enhancing the learning.
- ItemSomente MetadadadosO Processo De Ensino E Aprendizagem Em Ambientes Virtuais: A Constituição Do Ethos Discursivo No Gênero Fórum(Universidade Federal de São Paulo (UNIFESP), 2017-03-20) Alves, Valeria Espanha [UNIFESP]; Silva, Sandro Luis Da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This dissertation inserts itself in the postulates of Discourse Analysis of French line, and of Applied Linguistics and aims to analyze the studies of the language about the ethos and the constitution of the discursive ethos of the subjects involved in the situation of teaching and learning in Distance Education, in the genre forum discussion. It presents as a guiding principle to defend the idea that, in this digital genre, there is an interaction between the subject enunciators that implies the construction of knowledge and the constitution of discursive ethos by coercions characteristic of the academic discourse and the genre. For the construction of the discursive ethos, the subject enunciator can use of individual enunciative strategies that influence or not the belonging of the subject to a particular community of discourse. Our initial hypothesis is that, by means of stereotypes, the discursive ethos of the enunciative subject submitted to the scenography of digital pedagogical shows in a first time, the academic, the literate, subordinate to the norms, autonomous and researcher - of the students – and, dynamic, flexible, expert, manager, and mediator - the teacher. To do so, we selected 20 posts made between a teacher and 13 students. The criterion of choice considered the collective interactions that joining six or more posts in a same group, aiming to collaborative action. The theoretical basis for this research was based mainly on the studies of Maingueneau (1997, 2008, 2010, 2013 e 2015) regarding the discourse, in Silva (2014) regarding collaborative learning and in Moore e Kearsley (2007) to treat the new technologies and discursive forum genre. For analysis, we invested in the following categories: discursive ethos, scenes of enunciation, global semantics and the linguistic traces of person and non-person of the speech. The results demonstrate that the presence of the teacher is essential to mediate the construction of knowledge, since the students themselves do not keep the discourse with a focus on the topic of discourse; the most it stands, leaves to fulfill the activity on the last day of term, without regard to the performative character of the process from intra to inter-learning, when you do not support your argument, being a discursive ethos distanced from contestation. From these results, we conclude that these students still do not have the cultural maturity to act in this modality of education, do not see the genre forum as a space of discussion for placements, and to expand their knowledge, from the analysis, it was verified that their
- ItemSomente MetadadadosTecnologias digitais de informação e comunicação como facilitadoras dos processos educativos da Educação Permanente a Distância: contribuições no contexto da UNA-SUS/UNIFESP(Universidade Federal de São Paulo (UNIFESP), 2019-05-09) Akiyama, Marlene Sakumoto [UNIFESP]; Tarcia, Rita Maria Lino [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Information and Communication Digital Technologies support Distance Education by subsidizing the teaching and learning process with technological resources. In the area of Health, the Distance Education and Information and Communication Digital Technologies contribute to the public policies for the training of health professionals of the Brazilian National Health System (SUS) through Permanent Education in Health. Since 2010, the Federal University of São Paulo participates in the SUS Open University Program and supports the Permanent Education in Health offering the Specialization Course in Family Health in the distance modality to health professionals of the SUS. In this context, Information and Communication Digital Technologies contribute with tutors and coordinators of educational projects providing tools, resources and composing a virtual learning environment that enables the development of educational processes as well as favors student learning. This research aims to investigate how Digital Information and Communication Technologies can contribute to improve the teaching and learning processes of the actors involved (students, tutors and coordinators) in the Specialization Course in Family Health UNA-SUS/UNIFESP. The result of the research subsidized the decision-making process regarding the development of digital technological resources that contributes with the teaching and learning process. The study is descriptive, with a mixed approach and it was applied the technique of focus groups with students, tutors and coordinators. Content analysis was used and as results, besides technological Resources, they emerged more three thematic core: Virtual Learning Environment, Teaching and Learning Processes and other themes. Of these 4 thematic core emerged 13 categories and 23 subcategories. Highlighting the category "Research and development of technological solutions", the focus of this research, with 8 subcategories of technological needs, such as the use of chatbot, big data, anti-plagiarism, spell checker, among others. These and other results obtained are subsidies for the development of solutions that contribute to the process of teaching and learning in courses of permanent education in distance health as well as other distance courses in general.
- ItemAcesso aberto (Open Access)Tutorial para apoio na elaboração de estudos acadêmicos de pós-graduandos do Mestrado Profissional em Tecnologia, Gestão e Saúde Ocular(Universidade Federal de São Paulo (UNIFESP), 2021) Souza, Carlos Roberto De [UNIFESP]; Graziosi, Maria Elisabete Salvador [UNIFESP]; Universidade Federal de São PauloBackground: analyzing the difficulties of graduate students in preparing studies is relevant and should be a priority in the strictu sensu training period. From this perspective, Virtual Learning Environments are a reality by providing training opportunities accessible at any time and place. The emerging need to use computational techniques for rapid dissemination of knowledge and the current network infrastructure available worldwide makes it possible to use digital tools in order to overcome barriers to learning and complement the teaching and learning process. Aims: to develop a tutorial on the technical elaboration of thesis for students of the Professional Master's Degree in Technology, Management and Ocular Health at the Federal University of São Paulo. Methods: the methodological steps include a thematic scope study, literature review, adequacy and description of norms and requirements of the academic context, and creation of a tutorial to assist students of the Professional Master's Degree in Technology, Management and Ocular Health. Techniques for the preparation of studies and academic presentations were used based on the effective use of technological resources for publishing and visual didactic resources. In order to facilitate this process, Microsoft Word® and Microsoft PowerPoint® software tools were used. Results: this study showed the various forms of formatting and configuration required in an academic work based on the standards required by the Federal University of São Paulo, providing reliable guidance to graduate students from the aforementioned institution. Conclusion: the tutorial comprised stages of understanding and guidance on the structure of pre-textual, textual and post-textual elements in force in the institution's official formatting manuals, based on graphic and didactic demonstrations on the Microsoft Word® and Microsoft PowerPoint® platform.