Práticas pedagógicas inovadoras no ensino universitário: uma análise da motivação e da percepção dos alunos = Innovative pedagogical practices in university education: an analysis of students motivation and perception

Inovação no Ensino Superior requer priorizar uma ação educativa significativa a partir de movimento, contradição, análise sistemática e intencional de problemas contextualizados que permitam a construção de sínteses numa ação mediada entre alunos e professores. O presente texto se propõe analisar as práticas pedagógicas no contexto do Ensino Universitário de uma universidade pública brasileira [omitida para revisão blind], em duas áreas disciplinares: Engenharia e Educação sob o viés da motivação decorrente das propostas metodológicas usadas nas aulas de graduação bem como a percepção dos alunos sobre a contribuição das mesmas em sua vida profissional. A metodologia de cunho qualitativo é o estudo de caso que se desenvolveu no primeiro semestre de 2018 e no qual participaram duas turmas de graduação nas áreas de humanas e de exatas. A coleta dos dados foi triangulada a partir da observação participante, da utilização do questionário IMI (Intrinsic Motivation Inventory) e de entrevistas individuais online. Os resultados mostram que a metodologia orientada à resolução de problemas, o uso de recursos pedagógicos desafiadores e o trabalho colaborativo potencializam a motivação dos estudantes e propiciam condições para a construção de um processo de ensino e aprendizagem enriquecedo

Innovative pedagogical practices in university education : an analysis of students motivation and perception

Inovação no Ensino Superior requer priorizar uma ação educativa significativa a partir de movimento, contradição, análise sistemática e intencional de problemas contextualizados que permitam a construção de sínteses numa ação mediada entre alunos e professores. O presente texto se propõe analisar as práticas pedagógicas no contexto do Ensino Universitário de uma universidade pública brasileira [omitida para revisão blind], em duas áreas disciplinares: Engenharia e Educação sob o viés da motivação decorrente das propostas metodológicas usadas nas aulas de graduação bem como a percepção dos alunos sobre a contribuição das mesmas em sua vida profissional. A metodologia de cunho qualitativo é o estudo de caso que se desenvolveu no primeiro semestre de 2018 e no qual participaram duas turmas de graduação nas áreas de humanas e de exatas. A coleta dos dados foi triangulada a partir da observação participante, da utilização do questionário IMI (Intrinsic Motivation Inventory) e de entrevistas individuais online. Os resultados mostram que a metodologia orientada à resolução de problemas, o uso de recursos pedagógicos desafiadores e o trabalho colaborativo potencializam a motivação dos estudantes e propiciam condições para a construção de um processo de ensino e aprendizagem enriquecedor.Innovation in Higher Education requires prioritizing a meaningful educational action based on movement, contradiction, systematic and intentional analysis of contextualized problems that allow the construction of syntheses in a mediated action between students and teachers. This paper proposes to analyze pedagogical practices in the context of University Education of a Brazilian public university, in two disciplinary areas: Engineering and Education under the bias of the motivation derived of the methodological proposals used in the undergraduate classes as well as the students’ perception about their contribution in their own professional life. The qualitative methodology is the case study that was developed in the first semester of 2018 and in which two undergraduate classes participated in the human and exact areas. Data collection was triangulated through participant observation, the use of the IMI (Intrinsic Motivation Inventory) questionnaire and individual online interviews. The results show that the problem-solving methodology, the use of challenging pedagogical resources and the collaborative work increase students motivation and provide conditions for the construction of an enhanced teaching and learning process

The characteristics and activities of child and adolescent mental health services in Italy: a regional survey

<p>Abstract</p> <p>Background</p> <p>To date, no studies have assessed in detail the characteristics, organisation, and functioning of Child and Adolescent Mental Health Services (CAMHS). This information gap represents a major limitation for researchers and clinicians because most mental disorders have their onset in childhood or adolescence, and effective interventions can therefore represent a major factor in avoiding chronicity. Interventions and mental health care are delivered by and through services, and not by individual, private clinicians, and drawbacks or limitations of services generally translate in inappropriateness and ineffectiveness of treatments and interventions: therefore information about services is essential to improve the quality of care and ultimately the course and outcome of mental disorders in childhood and adolescence.</p> <p>The present paper reports the results of the first study aimed at providing detailed, updated and comprehensive data on CAMHS of a densely populated Italian region (over 4 million inhabitants) with a target population of 633,725 subjects aged 0-17 years.</p> <p>Methods</p> <p>Unit Chiefs of all the CAMHS filled in a structured 'Facility Form', with activity data referring to 2008 (data for inpatient facilities referred to 2009), which were then analysed in detail.</p> <p>Results</p> <p>Eleven CAMHS were operative, including 110 outpatient units, with a ratio of approximately 20 child psychiatrists and 23 psychologists per 100,000 inhabitants aged 0-17 years. All outpatient units were well equipped and organized and all granted free service access. In 2008, approximately 6% of the target population was in contact with outpatient CAMHS, showing substantial homogeneity across the eleven areas thereby. Most patients in contact in 2008 received a language disorder- or learning disability diagnosis (41%). First-ever contacts accounted for 30% of annual visits across all units. Hospital bed availability was 5 per 100,000 inhabitants aged 0-17 years.</p> <p>Conclusion</p> <p>The percentage of young people in contact with CAMHS for mental disorders is in line with those observed in previous epidemiological studies. The overall number of child psychiatrists per 100,000 inhabitants is one of the highest in Europe and it is comparable with the most well equipped areas in the US. This comparison should be interpreted with caution, however, because in Italy, child psychiatrists also treat neurological disorders. Critical areas requiring improvement are: the uneven utilisation of standardised assessment procedures and the limited availability of dedicated emergency services during non-office hours (e.g., nights and holidays).</p

Innovative pedagogical practices in university education : an analysis of students motivation and perception

Inovação no Ensino Superior requer priorizar uma ação educativa significativa a partir de movimento, contradição, análise sistemática e intencional de problemas contextualizados que permitam a construção de sínteses numa ação mediada entre alunos e professores. O presente texto se propõe analisar as práticas pedagógicas no contexto do Ensino Universitário de uma universidade pública brasileira [omitida para revisão blind], em duas áreas disciplinares: Engenharia e Educação sob o viés da motivação decorrente das propostas metodológicas usadas nas aulas de graduação bem como a percepção dos alunos sobre a contribuição das mesmas em sua vida profissional. A metodologia de cunho qualitativo é o estudo de caso que se desenvolveu no primeiro semestre de 2018 e no qual participaram duas turmas de graduação nas áreas de humanas e de exatas. A coleta dos dados foi triangulada a partir da observação participante, da utilização do questionário IMI (Intrinsic Motivation Inventory) e de entrevistas individuais online. Os resultados mostram que a metodologia orientada à resolução de problemas, o uso de recursos pedagógicos desafiadores e o trabalho colaborativo potencializam a motivação dos estudantes e propiciam condições para a construção de um processo de ensino e aprendizagem enriquecedor.Innovation in Higher Education requires prioritizing a meaningful educational action based on movement, contradiction, systematic and intentional analysis of contextualized problems that allow the construction of syntheses in a mediated action between students and teachers. This paper proposes to analyze pedagogical practices in the context of University Education of a Brazilian public university, in two disciplinary areas: Engineering and Education under the bias of the motivation derived of the methodological proposals used in the undergraduate classes as well as the students’ perception about their contribution in their own professional life. The qualitative methodology is the case study that was developed in the first semester of 2018 and in which two undergraduate classes participated in the human and exact areas. Data collection was triangulated through participant observation, the use of the IMI (Intrinsic Motivation Inventory) questionnaire and individual online interviews. The results show that the problem-solving methodology, the use of challenging pedagogical resources and the collaborative work increase students motivation and provide conditions for the construction of an enhanced teaching and learning process