Collaborative Learning Through an Extension Program: Building …
829
on Knowledge Management, Specialization in School Management, Logistics Management, Internet Systems, Psychology, Civil Engineering, Nursing, Public Management, Law, Physiotherapy, Accounting, Biomedicine, Human Resources, Administration and Pedagogy and their teachers.
The participation of these students took place from the beginning of the (PEEB)
activities and continues nowadays, alternating groups, courses and actions. The activities already carried out and that enabled collaborative learning, occurred with the
application of the evaluation books to find out the level of knowledge in Mathematics and Portuguese, in addition to a socioeconomic questionnaire for 7674 students
in kindergarten and, 4th and 5th grade, with the participation of students from the
Management in Logistics course. Psychology students took responsibility for raising
the readiness level of the kindergarten including their reading and writing skills. The
teachers, directors and other professionals of the school were involved in the Physiotherapy course that worked with the health of the education professional. They
collected data on posture, weight, habits that could have repercussions on some
discomfort during the execution of the work.
The contribution of the group was very promising, because facing such responsibility, after arguing among their peers, they resorted to a course teacher to validate
their decisions. This teacher rescued the theory and challenged them to find an optimized solution for the distribution of materials and typing the data.
It is worth noting here interesting moments in which some of them, when presenting their proposals, recognized that they would only succeed if there was the
complement of the suggestion of another group member. At the end, this group presented two proposals named as belonging to the group and it was the responsibility
of the PEBE coordinators to decide to save time or energy.
When executing the accepted proposals, it was clear the readiness, self-reliance
and maturity with the activity. They were clear that if any step failed the whole would
be compromised. Students of the Management course in Human Resources and
Administration organized the teams to collect the material and counted the expenses
and the procedures to be used to present them. Some students, on their own initiative,
have volunteered to take on some of the functions in advance.
Timely following the same proposed script for the evaluation notebooks, the directors, pedagogues and teachers of each school also responded to a socioeconomic
questionnaire that was under the responsibility of another group.
After the application of the instruments for data collection, at the end of that stage,
the coordinators of the (PEEB) promoted a meeting. They were able to listen to the
individual manifestations and considerations of the teams that were formed. There
was a sense of unit, different from that of when they began. They felt part of the
(PEEB) and even rehearsed some interpretations regarding the experienced context.
During data typing phase, a new formatting of teams was presented and it was
reformulated from the performance and commitment to the work that required a set of
conditions needed for that activity. At the end of this stage, the (PEEB) coordinators
presented the new actions that were: return and diagnostic, organization of thematic
workshops and training lectures, preparation of reports, interpretation and discussion
of information. All of them had the participation of the students guided by the teachers
of the respective courses.
829
on Knowledge Management, Specialization in School Management, Logistics Management, Internet Systems, Psychology, Civil Engineering, Nursing, Public Management, Law, Physiotherapy, Accounting, Biomedicine, Human Resources, Administration and Pedagogy and their teachers.
The participation of these students took place from the beginning of the (PEEB)
activities and continues nowadays, alternating groups, courses and actions. The activities already carried out and that enabled collaborative learning, occurred with the
application of the evaluation books to find out the level of knowledge in Mathematics and Portuguese, in addition to a socioeconomic questionnaire for 7674 students
in kindergarten and, 4th and 5th grade, with the participation of students from the
Management in Logistics course. Psychology students took responsibility for raising
the readiness level of the kindergarten including their reading and writing skills. The
teachers, directors and other professionals of the school were involved in the Physiotherapy course that worked with the health of the education professional. They
collected data on posture, weight, habits that could have repercussions on some
discomfort during the execution of the work.
The contribution of the group was very promising, because facing such responsibility, after arguing among their peers, they resorted to a course teacher to validate
their decisions. This teacher rescued the theory and challenged them to find an optimized solution for the distribution of materials and typing the data.
It is worth noting here interesting moments in which some of them, when presenting their proposals, recognized that they would only succeed if there was the
complement of the suggestion of another group member. At the end, this group presented two proposals named as belonging to the group and it was the responsibility
of the PEBE coordinators to decide to save time or energy.
When executing the accepted proposals, it was clear the readiness, self-reliance
and maturity with the activity. They were clear that if any step failed the whole would
be compromised. Students of the Management course in Human Resources and
Administration organized the teams to collect the material and counted the expenses
and the procedures to be used to present them. Some students, on their own initiative,
have volunteered to take on some of the functions in advance.
Timely following the same proposed script for the evaluation notebooks, the directors, pedagogues and teachers of each school also responded to a socioeconomic
questionnaire that was under the responsibility of another group.
After the application of the instruments for data collection, at the end of that stage,
the coordinators of the (PEEB) promoted a meeting. They were able to listen to the
individual manifestations and considerations of the teams that were formed. There
was a sense of unit, different from that of when they began. They felt part of the
(PEEB) and even rehearsed some interpretations regarding the experienced context.
During data typing phase, a new formatting of teams was presented and it was
reformulated from the performance and commitment to the work that required a set of
conditions needed for that activity. At the end of this stage, the (PEEB) coordinators
presented the new actions that were: return and diagnostic, organization of thematic
workshops and training lectures, preparation of reports, interpretation and discussion
of information. All of them had the participation of the students guided by the teachers
of the respective courses.