Aula com o Professor - Prática Pedagógica: Criação, Fruição e A Experienciação Sensível - FLD6795579

Welcome and Introduction

Opening Remarks

• The speaker welcomes participants to the class on pedagogical practice, creation, enjoyment, and sensitive experience. They express gratitude for attendees' presence in the online platform Teams at UNICELB.

Technical Check

• The speaker checks if participants can see and hear them properly, encouraging reactions for feedback. They thank a participant for confirming the audio-visual connection.

Class Logistics

Attendance Code

• Participants are instructed to enter an attendance code (940) in the chat and share their names and locations as part of engagement during the first meeting.

Troubleshooting Access Issues

• The speaker reassures that most participants should be able to log in successfully but invites those facing issues to signal any problems for assistance from IT support.

Learning Materials and Requirements

Learning Code Instructions

• A step-by-step guide is provided regarding entering a learning code, which is currently not mandatory but encouraged for tracking purposes. Participants are advised to report any errors encountered while submitting it.

Importance of Online Presence

• Emphasis is placed on attending live synchronous meetings regularly, with a reminder about time zone awareness (19:05 Brasília time). Students must log in using their institutional email accounts for security reasons.

Evaluation Changes

New Professional Challenge

• Introduction of a new evaluation method called "professional challenge," designed to simulate real-world professional situations relevant to students' future careers or current jobs. This assessment is mandatory but does not apply to theoretical courses with existing evaluation methods like TCC or internships.

Support Channels

• Students are encouraged to reach out via "talk with mediator" tools if they have questions or need assistance outside classroom discussions, ensuring ongoing communication between students and faculty members.

Technical Adjustments

Audio Settings

• The speaker addresses potential audio issues by advising participants on adjusting sound settings within Teams, particularly switching from headphones to device speakers if necessary for better clarity during sessions.

Encouragement for Active Participation

• Participants are urged to organize their study routines effectively within this integrative practice framework of EAD (Educação a Distância), highlighting that active engagement will enhance their learning experience throughout the course material provided in class sessions.

Introduction to the Course

Importance of Self-Management in Learning

• Students are encouraged to create a schedule and learning process to avoid self-sabotage. The success of their education depends on both pedagogical actors and their own efforts.

Accessing Recorded Classes

• Recorded classes will be available within 24 to 48 hours after the live session, following a specific upload process through Teams, Goconda, and YouTube before being accessible on Applelo.

Instructor Introduction

• Professor João Brito introduces himself as an experienced educator with multiple qualifications including social work, environmental management, visual arts, pedagogy, and psychopedagogy. He expresses his eagerness to engage with students in the chat during the course.

Course Structure and Expectations

Welcome from Co-Instructor

• Professor Bárbara welcomes students and shares her background in music education along with her current doctoral studies at UDESC. She emphasizes collaboration for a successful semester ahead.

Monthly Meetings Overview

• The course will include monthly meetings until May, where various aspects of the discipline will be discussed progressively to address student queries effectively throughout the sessions.

Student Engagement and Background Sharing

Personal Introductions Encouraged

• Students are invited to share personal information such as their backgrounds and expectations for the course while also discussing their previous degrees or areas of expertise in education. This fosters community among participants.

Diverse Educational Backgrounds

• A variety of educational backgrounds are represented among students including degrees in pedagogy, psychology, special education, music, theater restoration, etc., indicating a rich diversity that can enhance discussions in class.

Initial Thoughts on Course Feelings

Student Sentiments About the Course

• Students express their feelings about starting this new journey; many appear calm or excited based on emoji reactions shared during the discussion about their status regarding upcoming coursework expectations.

Understanding Pedagogical Practice

Focus on Enhancing Teaching Practices

• The primary goal of this discipline is to refine teaching practices which contribute significantly towards building a solid academic and professional foundation for educators involved in distance learning contexts.

Curricular Integration and Artistic Experience

Complementing Education with Local Context

• The disciplines aim to enhance education by incorporating local and regional characteristics of school environments, fostering the appropriation of experiences.

• These subjects contribute to emerging practices in knowledge fields related to the course and the profile of graduates.

Key Concepts in Pedagogical Practice

• A central theme in pedagogical practice is "creation, fluição (enjoyment), and sensitive experience." Participants are encouraged to share their familiarity with these concepts.

• Responses varied: some participants had encountered these terms in philosophy, art books, or educational frameworks like BNCC (Base Nacional Comum Curricular). Others were unfamiliar.

Role of BNCC in Art Education

• The BNCC guides education by addressing social issues through critical dialogue and understanding a dynamic world. It emphasizes the importance of arts education across four languages: visual arts, dance, music, and theater.

• According to BNCC, these artistic languages connect knowledge about artistic products and phenomena while involving practices such as creating, reading, producing, constructing, expressing, and reflecting on artistic forms.

Dimensions of Knowledge in Art

• The dimensions outlined by BNCC include creation, criticism, aesthetics, expression, enjoyment (fruição), and reflection; these serve as parameters for developing art-related pedagogical activities.

• Specific focus is given to creation as an intentional act that materializes aesthetic feelings and ideas into individual or collective artistic processes. Fruição relates to pleasure derived from engaging with cultural practices.

Sensory Integration in Artistic Creation

• Artistic creation engages all senses—vision, hearing, touch—to provide immersive experiences that deepen audience connection with artworks. This approach encourages emotional engagement over mere rationalization.

• Sensitive experience invites active participation rather than passive observation; it challenges traditional prioritization of language over sensory perception within contemporary art contexts. This fosters a more intimate relationship between the audience and the artwork itself.

Exploring Sensory Engagement in Art

The Role of Sensory Experience in Art

• The discussion emphasizes the importance of sensory experiences in art, suggesting that they evoke memories and emotions, creating a deeper connection between the viewer and the artwork.

• Artists are encouraged to expand their forms of expression and communication, leading to more complex works that invite audiences to engage fully with the art on a sensory and emotional level.

Course Structure and Expectations

• An overview is provided about the course structure, highlighting that it involves practical pedagogical experiences through observation and teaching sequences in schools.

• Students will undertake an internship where they observe classroom dynamics before applying their own lesson plans, emphasizing hands-on learning.

Checklist for Course Activities

• A checklist is introduced as essential for students to follow throughout the course. It includes reading materials and participating in meetings.

• Important documents such as letters of introduction, commitment terms, and agreements need to be printed out for school interactions.

Observation and Documentation Process

• Students must coordinate with local schools to identify classes suitable for their observations and teaching practices.

• A structured observation guide will assist students in documenting classroom activities effectively using a field diary.

Developing Educational Products

• Each student is required to create two didactic sequences that include educational products like games or digital content which will serve as triggers for lessons.

• Attendance must be recorded via geolocation tools during school visits, ensuring accurate tracking of participation throughout the internship experience.

Portfolio Compilation Requirements

• At the end of the course, students will compile all materials into a portfolio which reflects their pedagogical practice.

• The portfolio submission requires attaching attendance sheets signed by school authorities along with evaluative questionnaires assessed by supervising teachers.

Course Structure and Requirements

Overview of the Course

• The course will take place throughout the semester with monthly meetings, emphasizing the importance of early organization to avoid workload accumulation from other subjects.

• Students are encouraged to start their preparations promptly to manage their time effectively amidst a complex school routine.

Planning and Coordination

• Effective communication with school management and teachers is crucial for organizing classes without disrupting existing schedules.

• It’s essential to discuss how the academic calendar will align with students' activities in schools.

Learning Pathway

• Reading materials are mandatory for all students, accessible through the AVA platform under "prática pedagógica."

• The course includes 100 hours of total engagement, split between observation, planning, and classroom application.

Detailed Breakdown of Course Hours

Observation and Planning Hours

• Students must complete 5 hours observing classes and another 5 hours preparing observation scripts.

• Additional tasks include keeping a field diary and synthesizing observations into written reports.

Classroom Engagement

• A significant portion (20 hours) is dedicated to applying didactic sequences in classrooms, which is critical for practical learning experiences.

Total Hour Distribution

• The overall structure consists of 50 hours at school (20 hours direct engagement plus observational duties), complemented by 50 hours of planning work done at home.

Regency Requirements

Specific Guidelines for Teaching Practice

• Students must document their teaching practice through geolocation verification; failure to do so may result in unrecognized regency hours.

Scheduling Conflicts

• If students wish to conduct their practice at their current workplace, it must be scheduled outside regular working hours.

Final Notes on Evaluation

Assessment Criteria

• Evaluations require a designated teacher from the discipline who will have access to necessary platforms for recording assessments.

Socialization Opportunities

• There are opportunities for socialization within the AVA platform where students can share insights from their experiences; however, participation is not mandatory.

Guidelines for Educational Observations and Documentation

Overview of Observation Requirements

• Rosa clarifies that students do not need to conduct observations in both initial and final years; they can choose either.

• Observations should be conducted in state schools, where both observations and practical experiences can occur.

• It is emphasized that these activities cannot take place in early childhood education or high school, focusing solely on elementary education.

Time Allocation for Second Licensure

• The total time allocated for the second licensure is 20 hours: 10 hours for observation and 10 hours for teaching practice (regência).

• The instructor believes that with proper organization, completing the required tasks within this timeframe is feasible.

Importance of Documentation

• The discussion shifts to the necessity of documentation as a foundational step before starting observations.

• The instructor stresses the importance of not skipping ahead in the process to ensure thorough understanding.

Required Documents Before School Visits

Presentation Letter

• Students must prepare a presentation letter detailing their purpose at the school.

• This letter can be downloaded from the learning platform and requires a signature from their educational center (polo).

Commitment Term

• A commitment term must be prepared in multiple copies: one for the school and one to keep for personal records.

• It is crucial that this document is signed and stamped by the school, as it will later be included in their portfolio.

Convention Term

• If a chosen school does not have an existing agreement with UNIAELV, students will need a convention term.

• Students are advised to check if their desired school has an agreement through specific sections on the learning platform.

Steps to Verify School Agreements

Accessing Information on Agreements

• Students should navigate to "stages and employment" on the learning platform to verify if their selected school has an existing convention.

Indicating or Including New Conventions

• If no agreement exists, students can either indicate a new convention request or include it themselves via options available on the platform.

School Registration and Documentation Process

Importance of School Registration

• The speaker emphasizes the need for Amanda to clarify her registration status directly with the school, highlighting its importance for proper documentation.

• Jorge mentions discrepancies between app and computer visibility regarding school options, suggesting that checking via computer may yield better results.

Handling Convênio (Agreement)

• Tailane reports no schools appearing in Chapecó, indicating she must address the convênio issue as well.

• The term of convênio is discussed; participants are instructed on how to generate and print it from AVA, requiring two copies—one for the school and one for their polo.

Submission Requirements

• Participants must ensure all information is filled out correctly on the term of convênio, which needs signatures from both parties involved.

• It’s crucial to submit a letter of presentation along with the term of commitment before starting any field activities.

Monitoring Approval Process

• Once submitted, there’s a five-day waiting period for homologation by UNIAV. Participants can track this process through AVA where a green arrow indicates approval.

• Activities in schools can only commence after receiving confirmation that the term has been homologated.

Observations and Field Work Guidelines

• Emphasis on registering attendance through geolocation using LEUP; without homologation, attendance cannot be recorded.

• Clarification that previous experiences in pedagogical practices will aid current students since procedures remain consistent across different licenciaturas.

Practical Considerations for Fieldwork

• Students are required to complete 20 hours total: 10 hours observing and 10 hours teaching.

• Scheduling flexibility is encouraged; students should coordinate with schools to avoid conflicts with work commitments while fulfilling their hour requirements.

Document Preparation and Submission

• Discussion about document submission methods; forms can be filled out by hand or digitally but must be printed for official use.

• Students can perform up to six hours of observation in one day but need to manage their time effectively across different classes.

Understanding the Commitment Terms for Internships

Duration of Class Hours

• The duration of class hours can vary (45, 50, 55 minutes, or 1 hour). Students should not complicate this; they can simply calculate their total hours based on the specific duration.

Documentation Process

• The speaker emphasizes the importance of following through with required documents and mentions a commitment term that needs to be addressed.

Presentation Letter Requirements

• A presentation letter must be generated and submitted during the first visit to the school. This document does not need to be retained by students as it serves only to introduce them.

Commitment Term Submission

• After a school has an established agreement, students must submit a commitment term filled out with necessary details about both the school and their supervising professor.

Important Details in Commitment Term

• The commitment term requires signatures from both the school and students. It is crucial to fill in all requested information accurately, except for professional registration numbers which are not needed.

Key Considerations for Internship Start Dates

Homologation Period

• Once submitted, there is a mandatory waiting period of up to five business days for document homologation before starting the internship.

Geolocation Application Functionality

• The geolocation application linked to internship tracking will only activate based on dates provided in the commitment term.

Daily Hour Limitations

• Students cannot exceed six hours of internship per day. They must also account for observation and teaching hours within this limit.

Clarifications on Teaching Responsibilities

Regência Hours Breakdown

• Students are required to complete ten hours of teaching (regência), which involves developing lesson plans rather than counting individual activities.

Distribution Across Grades

• Observational hours can occur in either early or final years, but teaching responsibilities must strictly take place in final year classes (grades six through nine).

Final Steps Before Starting Internship

Document Submission Protocol

• All documentation must be properly submitted before beginning any practical work at schools. If students start without proper documentation being processed, those hours will not count towards their requirements.

Geolocation Registration and Commitment Terms

Overview of Geolocation Registration

• The discussion focuses on geolocation registration for students in grades six to nine, emphasizing that the context varies by municipality and school type.

• Participants are advised to check local regulations regarding state and municipal schools before proceeding with data entry into the LEWP system.

Commitment Term Approval Process

• Once data is entered, participants can monitor the approval process of their commitment term through the system, which typically takes around five business days.

• To ensure timely approval, it is recommended to submit the commitment term by March 15 if planning to start practical activities on March 20.

Documentation Requirements

• The speaker notes that establishing contact with schools for the agreement term is crucial; this involves filling out necessary documentation accurately.

• After signing the commitment term, it must be submitted via AVA under the internship section or delivered directly at a designated location.

Supervisor Data and Access

• It’s mandatory to include supervisor details in submissions as they will need access to the Leo Tutor app for evaluating student performance during their teaching practice.

• Students can only begin their internships once their commitment terms are approved; a green arrow indicates approval while an 'X' signifies rejection.

Frequency Registration and Manual Guidance

• Attendance must be recorded directly in LEP, necessitating careful completion of commitment documents for accurate geolocation tracking.

• A manual on geolocation is available in AVA, providing step-by-step instructions for its use during internships.

Detailed Steps in Geolocation Manual

• The manual outlines essential steps including entering commitment terms into AVA and monitoring their status until approval.

• Key actions include selecting relevant disciplines for practical pedagogy and registering attendance based on initial dates set within the system.

Guidelines for Internship Commitment and Frequency Reporting

Importance of Accurate Address Registration

• The address linked to the internship commitment must be accurately registered, likely reflecting the location of the agreement already approved.

• Frequency reporting should occur at the registered address to prevent random submissions; the application will verify this information.

• If a different address is necessary for frequency reporting, validation requires approval from the field supervisor responsible for overseeing the internship.

Responsibilities and Procedures

• Students must ensure correct data entry regarding school addresses to facilitate proper tracking of attendance and activities.

• A confirmation message will follow successful registration, prompting students to fill out a report detailing their activities, which can be submitted in writing or via voice command.

Clarifications on Internship Logistics

• The instructor will check on logistics concerning multiple classes due to scheduling challenges within schools.

• Students are reminded that internships must not conflict with their regular work hours; they need to find suitable times outside of their job commitments.

Documentation Requirements

• Essential documents include a presentation letter and commitment term; if no affiliated school exists, students can register a new agreement.

• Reference materials such as geolocation manuals are available for guidance on documentation processes related to internships.

Specific Internship Conditions

• Internships in elementary education require adherence to specific curricular structures, necessitating placements in final years rather than early childhood settings.

• Each student must complete 20 hours onsite: 10 hours observing and 10 hours teaching. Teaching hours should focus on final year classes only.

Final Notes and Next Steps

• Confirmation is needed regarding how many classes can be taught during the internship since multiple lesson plans are required across two sequences.

• Geolocation usage is mandatory; students should prepare all necessary documents before starting their internships, ensuring that agreements are approved beforehand.