Challenges of collaborative education and academic learning in engineering higher education

Marcelo de Jesus Rodrigues da  Nóbrega; Patrícia Guedes  Pimentel; Flavio Maldonado  Bentes

doi:10.31686/ijier.vol8.iss8.2504

Authors

Marcelo de Jesus Rodrigues da Nóbrega CEFET, USU E UNIGAMA
Patrícia Guedes Pimentel Environmental Engineering (UERJ), Rio de Janeiro, Brazil
Flavio Maldonado Bentes (FUNDACENTRO), Rio de Janeiro, Brazil

DOI:

https://doi.org/10.31686/ijier.vol8.iss8.2504

Keywords:

Collaborative Teaching, University education, Professional Relationship

Abstract

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

Downloads

Download data is not yet available.

Author Biographies

Marcelo de Jesus Rodrigues da Nóbrega, CEFET, USU E UNIGAMA

Professor
Patrícia Guedes Pimentel, Environmental Engineering (UERJ), Rio de Janeiro, Brazil

Master student
Flavio Maldonado Bentes, (FUNDACENTRO), Rio de Janeiro, Brazil

Senior Researcher

References

ARNAIZ, P., HERRERO, A.J., GARRIDO GIL, C.F., DE HARO, R. Collaborative work between teachers and attendants in diversity. Educative community, 262, 29-35, 1999.

BRAZIL. Law No. 9,394, of December 20, 1996. National Education Guidelines and Bases. Official Gazette, 1996.

BRIDI, J. C. A., Research on the training of university students: Scientific Initiation as a space of possibilities. 214 f. 2010. Thesis (Doctorate) - Graduate Program in Education, University of Campinas, Campinas, 2010.

CNPq. Research Groups Directory. v. 3, 1997 database. Brasília, 1999.

CORTEZ, C. D. C. Studying ... Learning ... Teaching ... Changing ... Transforming: A continuous process. In: BARBARA, L.; RAMOS, R. de C. G. Reflection, and actions in the teaching-learning of languages. Campinas: Letters market, 2003. p. 221-234.

DAMIANI, M. F. Understanding collaborative work in education and revealing its benefits. Educar em Revista, n. 31, p. 213-230, 2008. DOI: https://doi.org/10.1590/S0104-40602008000100013

DEARNLEY, C.; MATTHEW, B. Factors that contribute to the success of undergraduate students. Higher education teaching, v. 12, n. June 3, 2007, p. 377-391. DOI: https://doi.org/10.1080/13562510701278740

DETSCH, R.J.; GONÇALVES, M. A. S. Cooperative creation of a laboratory in the school: an experience of building norms of social interaction. In: SOUTH REGION EDUCATION RESEARCH SEMINAR (ANPED-SUL), 4., Florianópolis, 2002. Anais ... Florianópolis, 2002. p. 1-8. CD-ROM.

DICKEL, A. et al. In a process of continuing education, a possibility of articulation between theory and practice: reflections on a shared experience. In: SOUTH REGION EDUCATION RESEARCH SEMINAR (ANPED-SOUTH), 4., Florianópolis, 2002. Anais ... Florianópolis, 2002. p. 1-10. CD-ROM.

FRANCO, M. E. D. P. Community of knowledge, research and training of higher education teachers. Higher Education Teacher Handout: identity, teaching and training. National Institute of Educational Studies and Research, 2000.

FREIRE, P. Pedagogy of Autonomy. 18 Ed. Rio de Janeiro: Paz e Terra, 1996.

FULLAN, M.; HARGREAVES, A. The school as a learning organization: seeking quality education. 2. ed. Porto Alegre: Medical Arts, 2000.

FURTADO, C. Q.; NEVES, T.P.; NASCIMENTO, A. C. do; RODRIGUES, M. G. F .; VASCONCELOS, L. G. S. Cooperative-collaborative learning in higher education applied as exact sciences. In: IV NATIONAL SYMPOSIUM ON TEACHING SCIENCE AND TECHNOLOGY. Pronta Grossa, 2014.

GIL, A. C. How to plan teaching. In Didactics of higher education. São Paulo: Atlas, 2012, p. 94-108.

GOÉS, M. C. R. The intersubjective relations in the construction of knowledge. In: GOÉS, M. C. R .; SMOLKA, A. L. B. (Org.). The meaning in educational spaces: social interaction and subjectivity. Campinas: Papirus, 1997.

LIBERALLI, F. C. The diary as a tool for critical reflection: doctoral thesis in linguistics applied to language teaching. São Paulo: PUC, 1999.

LIMA, P. G.; SANTOS, S. M. dos. Pedagogical coordinator in basic education: challenges and perspectives. Vol. 2 nº 4 Jul / Dec. 2007. Revista de Educação p. 77-90.

LIMA, P. G. Pedagogical Knowledge of Contemporary Education. Engineer Coelho / SP: Adventist University Center of São Paulo, 2007.

LÜCK, H. et al. The participatory school: the work of the school manager (5th ed.) Petrópolis: Vozes, 2005.

MAGALHÃES, M. C. C.; CELANI, M. A. Continuing education: teachers'collaboration in the construction of meaning in their classroom discourse practices. In: III SOCIO-CULTURAL RESEARCH CONFERENCE, 3., Campinas, 2000. Annals. Campinas, 2000. p. 1-29. CD-ROM.

MARTINS, S. T. F. Science education and group activity from a socio-historical perspective. Science & Education, Bauru, v. 8, n. 2, p. 227-235, 2002. DOI: https://doi.org/10.1590/S1516-73132002000200007

OLISKOVICZ, K., PIVA, C. D. - Didactic strategies in higher education. Education Magazine - Anhanguera Educacional Ltda. v. 15, n. 19, 2012.

PARRILLA, A.; DANIELS, H. Creation, and development of support groups for teachers. São Paulo: Loyola, 2004.

PASSOS, L. F. The pedagogical project and differentiated practices: the meaning of exchange and collaboration. In: ANDRÉ, M. (Org.). Pedagogy of differences in the classroom. São Paulo: Papirus, 1999.

RAPOSO, M.; MACIEL, D. Teacher-Teacher Interactions in the Co-Construction of Pedagogical Projects at School. Psychology: Theory and Research Sep-Dec 2005, Vol. 21 n. 3, pp. 309-317. DOI: https://doi.org/10.1590/S0102-37722005000300007

RAUSCH, R. B.; SCHLINDWEIN, L. M. The reframing of thinking / doing by a group of teachers in the initial grades. Counterpoints, Itajaí, Vol. 1, n. 2, p. 109-23, 2001.

ROMANOWSKI, J. P. Teacher Training and Professionalization. Curitiba: Ibpex, 2007.

SCHÖN, D. Train teachers as reflective professionals. In: NÓVOA, A. Teachers and their training. Lisbon: Don Quixote, 1997.

SEDUC. State Secretariat of Education. Government of Mato Grosso. Available at: http://www2.seduc.mt.gov.br/-/a-imprescindivel-acao-das-relacoes-interpessoais-no-ambito-escol-1 Accessed on: 05/30/2020.

SILVA, M. da. Developing interpersonal relationships in the collective work of teachers. In: ALMEIDA, L. R. de; PLACCO V. M. de. Interpersonal relationships in teacher education. São Paulo: Loyola, 2002.

TAVARES, J. Preface In: TAVARES, J; SANTIAGO, R. A., Higher education: (in) academic success, Porto: Porto Editora, p.7-10, 2000.

TORRES, P. L.; ALCÂNTARA, P. R.; IRALA, E. A. F. Consensus groups: a collaborative learning proposal for the teaching-learning process. Educational Dialogue Magazine, Curitiba, v. 4, n.13, p. 129-145, 2004.

VASCONCELLOS, C. dos S. Coordination of pedagogical work: from the political pedagogical project to the daily classroom. São Paulo: Libertard, 2002.