masterThesis
As escritas de uma trajetória acadêmica: programa de tutoria e aprendizagem colaborativa no BC&T da UFRN
Fecha
2016-06-13Registro en:
MACÊDO, Julie Idália Araújo. As escritas de uma trajetória acadêmica: programa de tutoria e aprendizagem colaborativa no BC&T da UFRN. 2016. 117f. Dissertação (Mestrado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.
Autor
Macêdo, Julie Idália Araújo
Resumen
This study addresses formative aspects of Mentoring Program of the School of Science and
Technology of the Federal University of Rio Grande do Norte. The objective of the research
was to identify from the academic experiences of the tutors and tutorandos if the training
devices adopted by the Mentoring Program legitimize as collaborative learning strategy. For
this research, we used a qualitative approach in education, referenced by the theoretical and
methodological contributions of narrative research (auto) biographical and the use of the
following empirical data collection instruments: conducting narrative interviews and focus
groups with tutors and tutorandos. From the stories of the students interviewed were identified
five (05) main motivations that lead the program: improving the learning of the contents of the
disciplines of physics, computer science and mathematics, our interest in extracurricular
activities and improve the curriculum, interest in teaching career, learning space and the need
for scholarship. In addition to the motivations, I could identify from the lines of research
subjects, 06 (six) factors considered facilitators of collaborative learning and working in
successful group. They are: a sense of belonging to the group; mutual aid among members of
each group; individual commitment of group members; presence of a leadership group;
recognition of the difference in level of knowledge between the group members and affinities
of interest. In addition to these factors, we can find four (04) factors identified by students as
barriers to such learning. They are the lack of commitment of some colleagues in the group, the
lack of participation, the heterogeneity of the group of students and the lack of a physical space
for the activities. We conclude that the EC&T Mentoring Program students are the true
protagonists of this action. This program is seen as an opportunity for extracurricular studies in
which tutors students are seen as mediators in learning and " collaborate " is the word guide the
activities. Anyway, before the enablers and inhibiting factors of collaborative learning the
Mentoring Program allows students through exchange among peers to build knowledge
collectively.