The Unimontes program studies technology in interaction with basic education

Photo: playback / youtube.

Greater interaction between basic education and knowledge produced and shared by academics at the State University of Montes Claros (Unimontes), motivated by creativity and new technologies. This was one of the distinctions made at the end of another course of the subproject in Geography and Cartography, within the scope of the Institutional Scholarship Program for Initiation of Teaching (Pibid) of the Foundation in North Minas.

Due to the period of social distancing imposed by the covid-19 pandemic, tools such as social media were introduced into the “Pibidian” activities of 24 academics of geography degree in the partner schools of the subproject.

The schedule was completed on March 31, 18 months into the scholarship, with funding from the Higher Education Staff Improvement Coordination (Capes/MEC). The content was applied to primary and secondary school students from three public schools in Montes Claros: Eloy Pereira (Villa Gilhermina), Levi Dorais Perez (Santa Lucia district) and Francisco Perez (São Giraldo II district).

“Within the scenario in the past two years and what Bibed proposes, it has been necessary to link theories to the practices of online teaching and learning tools. In this aspect, it is important to appreciate the creativity of academics, teachers and supervisors in the partner schools that have received our activities,” summarizes Professor Cassio Alexandre Silva, from the Department of Science Land and MA in Geography at Unimontes, who played the role of subproject coordinator.

Topics

The contents were posted on social media like Youtube and Instagram for primary and secondary school students to access. The videos and photos covered topics and technologies such as graphics, collages, color application, demography, water conservation, cartography, various representations, and guidelines.

One technique that became one of the most popular with students was the practice of origami, an ancient Japanese art of folding paper, which was applied in video lessons and workshops on spatial orientation. The post that teaches how to make Rosa dos Ventos has reached more than 47 thousand views.

“By being one of the Pibidians in the sub-project, I was able to develop my creativity further, as I have always felt comfortable in the face of technology. I definitely understood that in geography we have the superpower of acting. I am proud of my work and contribution to the conquest and knowledge gained, as well as grateful for being In this story,” explains academic Gustavo Henrique Rodríguez Borges, who integrated Project 2 and wrote the video “Dobradura da Rosa dos Winds”.

“This material was a demonstration of how I was able to present my creative vision of mapping to the students, supported by the guidance of the facilitator and supervisors. At first, I was interested in knowing how to select the best language for students to understand and comprehend. In the end result, I realized that the entire installation of the video, between the use of subtitles and the script The simplified, the usual vocabulary and step by step, were important differences for this access,” he adds.

mass production

It is important to emphasize that online practices have been adapted to the contents, methodologies, and instructions in basic education, with a particular focus on the spatial representations suggested by cartography. Each school accepted a group of eight fellows, but planning was joint, with all 24 academics involved with respective supervisors Joyce Nayara Wanderlei Correia (Eloy Pereira), Maria Eugenia Felix Rodriguez (Levi Dorais Perez) and Karen Sequeira Camilo Silva (Francisco Perez). Thus, the service was simultaneous in the three schools.

“Because of the consequences of the pandemic, it was a gradual adaptation, overcoming challenges and reinventing methods of teaching and learning for distance teaching. Until then, face-to-face communication was indispensable, and thanks to everyone’s creativity, we achieved a real task of imparting content to the student,” she adds. Teacher Maria Eugenia, supervisor of Pibid activities at Levi Durães School.

Among the difficulties, he adds, is “overcoming the difficulties many students face in accessing technological resources,” relying on partnership, including, of family members to transport cell phones and computers to follow the classes.

It also highlights the supervisors’ dedication to preparing academics to comply with the proposed practices at PIBID, bringing them closer to the reality they will face upon graduation. “One of the differences, specifically, was the planning with university students for each of the workshops that were made available to our students, as well as the classes and video calls. We had a very good return, with an outreach that was within the expectation with primary school students.”

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