Formação a distância para graduandos de pedagogia sobre transtorno do déficit de atenção e hiperatividade e prevenção de acidentes infantis
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Data
2017-02-23
Autores
Vizacre, Ana Paula [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O Transtorno do déficit de atenção e hiperatividade (TDAH) e os acidentes são frequentes na infância, com repercussões para o desenvolvimento do aluno e para o contexto escolar. No entanto, são escassos estudos sobre a formação de futuros professores integrando os dois temas e na modalidade a distância. Este trabalho teve como objetivos elaborar, aplicar e avaliar o efeito de um curso de formação a distância para graduandos de Pedagogia sobre a temática do TDAH e da prevenção de acidentes infantis. O estudo foi realizado em uma Universidade Estadual do interior do estado de São Paulo. Participaram 35 universitários do 1º ao 4º ano, sendo 94,3% do sexo feminino, com idades entre 20 a 30 anos. Utilizou-se questionários, conexão via internet e ambiente virtual de aprendizagem Moodle. O curso teve como base os princípios da Análise do Comportamento. O material didático foi elaborado considerando as preferências e necessidades dos universitários. A aplicação ocorreu por meio do Moodle, com carga horária de 30 horas. A avaliação do curso foi feita por meio da análise das atividades realizadas pelos graduandos, incluindo a aplicação de questionários antes, durante e ao final do curso. Como resultados, em relação à elaboração do curso, o conteúdo sobre o TDAH abordou definição, características, causas, estratégias pedagógicas e aspectos sobre medicalização e tratamento. Para a temática dos acidentes infantis, foi abordado definição, tipos de acidentes e suas causas, aspectos sobre o tratamento e a prevenção desses acidentes, com foco no contexto escolar. O curso foi composto de cinco unidades de ensino, contendo textos, atividades e recursos como: vídeos, imagens e fóruns de discussão. Durante a aplicação, os graduandos realizaram leitura de textos, questões de estudo, participação em fóruns de discussão, elaboração de plano de aula e estudo de caso. Foi verificado falta de conhecimentos e orientações sobre as temáticas durante a graduação, mediante análise da matriz curricular e relato dos participantes. Em relação à avaliação, os graduandos consideram importante a abordagem dos temas na formação do pedagogo e adequado o material produzido e utilizado. Novos conhecimentos foram adquiridos, despertando o interesse e a importância do estudo dessas temáticas, indicando que a intervenção favoreceu a aprendizagem de conceitos sobre TDAH e dos acidentes infantis, forneceu sugestões de atividades para o contexto escolar, assim como estratégias pedagógicas para futura atuação do pedagogo na educação básica. Os discentes avaliaram de forma positiva e satisfatória a formação realizada em relação aos seus objetivos, sendo que 100% dos participantes relataram que o curso proporcionou contribuições para a formação como pedagogo e apontaram também a necessidade de se abordar esses temas na graduação. Concluiu-se que o curso de formação elaborado e aplicado a distância contribuiu para ampliar os conhecimentos dos graduandos acerca das temáticas do TDAH e da prevenção de acidentes infantis e forneceu sugestões de estratégias pedagógicas para futura atuação do pedagogo na educação básica, sendo sugestivo para outros graduandos de cursos de Pedagogia e de áreas afins.
Attention Deficit Hyperactivity Disorder (ADHD) and accidents are frequent in childhood, with repercussions for the development of the student and for the school context. However, there are few studies on the training of future teachers integrating the two themes and in the distance modality. The purpose of this study was to elaborate, apply and evaluate the effect of a distance training course for undergraduate students on the subject of ADHD and the prevention of child accidents. The study was conducted at a State University in the interior of the state of São Paulo. Thirty-five college students from the 1st to the 4th year participated, with 94.3% female, aged between 20 and 30 years. Questionnaires, internet connection and virtual learning environment Moodle were used. The course was based on the principles of Behavior Analysis. The didactic material was elaborated considering the preferences and needs of the university students. The application took place through Moodle, with a 30-hour workload. The evaluation of the course was made through the analysis of the activities carried out by the students, including the application of questionnaires before, during and at the end of the course. As a result, in relation to the preparation of the course, the content on ADHD addressed the definition and characteristics, causes, pedagogical strategies and aspects about medicalization and treatment. The content about the definition of accident, types of accidents and their causes, aspects about the treatment and prevention of these accidents, with a focus on the school context, was elaborated for the theme of the children's accidents. The course had five teaching units, containing texts, activities and resources such as videos, images and discussion forums. During the application, the students undertook reading texts, study questions, participation in discussion forums, preparation of a lesson plan and case study. It was verified lack of knowledge and orientations on the themes during graduation, by analyzing the curriculum matrix and reporting the participants. In relation to the evaluation, the students consider important the approach of the subjects in the formation of the pedagogue, the material produced and used as appropriate. New knowledge was acquired, arousing the interest and the importance of the study of these subjects, indicanting that the intervention favored the learning of concepts about ADHD and of children's accidents, provided suggestions of activities for the School contexts, as well as pedagogical strategies for the future performance of the pedagogue in basic education. The students evaluated in a positive and satisfactory way the training performed in relation to their objectives, 100% of the participants reported that the course provide contribuitions to training as a pedagogue and pointed out the need to approach thoses subjects in the undergraduate course. It is concluded that the training course developed and applied at a distance contributed to broaden the knowledge of the students on the themes of ADHD and the prevention of children's accidents and provided suggestions of pedagogical strategies for future action of the pedagogue in basic education, being suggestive for others Graduating courses in Pedagogy and related areas.
Attention Deficit Hyperactivity Disorder (ADHD) and accidents are frequent in childhood, with repercussions for the development of the student and for the school context. However, there are few studies on the training of future teachers integrating the two themes and in the distance modality. The purpose of this study was to elaborate, apply and evaluate the effect of a distance training course for undergraduate students on the subject of ADHD and the prevention of child accidents. The study was conducted at a State University in the interior of the state of São Paulo. Thirty-five college students from the 1st to the 4th year participated, with 94.3% female, aged between 20 and 30 years. Questionnaires, internet connection and virtual learning environment Moodle were used. The course was based on the principles of Behavior Analysis. The didactic material was elaborated considering the preferences and needs of the university students. The application took place through Moodle, with a 30-hour workload. The evaluation of the course was made through the analysis of the activities carried out by the students, including the application of questionnaires before, during and at the end of the course. As a result, in relation to the preparation of the course, the content on ADHD addressed the definition and characteristics, causes, pedagogical strategies and aspects about medicalization and treatment. The content about the definition of accident, types of accidents and their causes, aspects about the treatment and prevention of these accidents, with a focus on the school context, was elaborated for the theme of the children's accidents. The course had five teaching units, containing texts, activities and resources such as videos, images and discussion forums. During the application, the students undertook reading texts, study questions, participation in discussion forums, preparation of a lesson plan and case study. It was verified lack of knowledge and orientations on the themes during graduation, by analyzing the curriculum matrix and reporting the participants. In relation to the evaluation, the students consider important the approach of the subjects in the formation of the pedagogue, the material produced and used as appropriate. New knowledge was acquired, arousing the interest and the importance of the study of these subjects, indicanting that the intervention favored the learning of concepts about ADHD and of children's accidents, provided suggestions of activities for the School contexts, as well as pedagogical strategies for the future performance of the pedagogue in basic education. The students evaluated in a positive and satisfactory way the training performed in relation to their objectives, 100% of the participants reported that the course provide contribuitions to training as a pedagogue and pointed out the need to approach thoses subjects in the undergraduate course. It is concluded that the training course developed and applied at a distance contributed to broaden the knowledge of the students on the themes of ADHD and the prevention of children's accidents and provided suggestions of pedagogical strategies for future action of the pedagogue in basic education, being suggestive for others Graduating courses in Pedagogy and related areas.
Descrição
Palavras-chave
Formação inicial de professores, Educação a distância, Ensino superior, Transtorno do déficit de atenção com hiperatividade, Prevenção de acidentes, Initial teacher training, Distance education, Higher education, Attention deficit hyperactivity disorder, Accident prevention