METHODOLOGY:
MOTIVATION,
RESULTS OF EXPERIENCES =
* Desire and actions chest =
Path to SIGNIFICANT LEARNING.
TREASURES FOUND:
Raising awareness about the “Motivation, or motive, is what moves a person or puts it into action or causes it to change course.” Bzuneck
INTRODUCTION As Messengers of Knowledge we discover our treasure through MOTIVATION which is the inner drive that drives us to action. The word comes from the Latin motus - movement and suggests exactly: REASON + ACTION, which is linked to our desires, needs and wants. It is the result of interaction between the individual and the situation. It is what moves us and that leads us to act, to accomplish anything. Everything we do, we do for a reason. It has been proven that motivation is the key to creativity. Through the motivation we have our students find reasons to learn, to perfect themselves, to discover and develop their abilities, interacting with the environment and facing the challenges of everyday life. Because we believe that our treasure is in the discovery of meaningful learning, we assume a motivational style that promotes autonomy to exercise in the classroom, providing our students with moments of exchange of experiences, learning and shared knowledge, inside and outside the school environment , Providing opportunities for choices, meaningful feedbacks, recognizing students' interests, desires, performances, emotions, and motivation, allowing them to learn in a most enjoyable and meaningful way. Therefore, by stirring up our motivational chests, we discover with our students the great treasure:
Significant Learning!
This proposal of work is focused on
theme MOTIVATION, together Activity "Chest of desires and actions", carried out with the staff of Elementary School I - Patrícia Certório
GENERAL OBJECTIVE: To make teachers aware of
with
the
teachers
in
the
teachers' room, after talking
Activity "Chest of desires and actions", carried out with the staff of Elementary School I - Patrícia Certório
doing of our students, making * Socialize the dynamics of
learning more effective, pleasant
to
the
and meaningful
reach
the
treasure,
meaningful learning.
chest
of
wishes
and
actions, held in the classroom of teachers, in the classroom,
pedagogical
next to the students.
practices
among the different areas of
* Collect the records on the
the
allowing
REASON of the TEACHER'S
students to develop skills
ACTION to provide students
and
competences,
making
learning meaningful.
together the knowledge, will and
about the path we need to take
motivational and integrated
curriculum,
the motivational practice that brings
Activity "Chest of desires and actions", carried out with the staff of Elementary School I - Patrícia Certório
with experiences of various teaching strategies to reach
Activity "Chest of desires and actions", carried out with the staff of Elementary School I Patrícia Certório
the treasury.
RIGHT TO LIFE: INFORMATION QUESTION Goal:
CHALLENGE:
Inform about the role of monkeys in the possibility of an epidemic of yellow fever. From this
Do not simply expect change, but be the change along
information make the community aware of the importance of preservation and balance of the
with the students. We need to be proactive and capture the
biome, which is our home. Every living being has the right to live with dignity!
signs around us that affect change and adapt the way we
Etapas do trabalho:
teach.
1th - To provoke a storm of ideas, from the chosen theme 2th - The student should choose which tools will be used to develop his / her research
EVALUATION:
3th - Debate / Discussion / Planning
We believe that it is possible and necessary to make the
4th - Conclusion
school a community of thinkers who produce their own texts,
5th - Self-assessment / Evaluation
show their ideas, their creations and share knowledge and
6th Treasury - meaningful learning
feelings.
Messengers of Knowledge - Results of practices: The group was given the task of putting into practice new teaching methodologies, through an innovative look about education. I accept the challenge, each member developed the theme within their discipline in their classes, always making the necessary adaptations. From a "storm of ideas", provoke the student, who is the protagonist of every process, to think, execute and evaluate their learning. Description:
Description:
Work carried out with the students of the 9th year: Propaganda
Results of the 8th year's work: Informative Genres
Teacher Maria Aparecida de AraĂşjo
Teacher Marcelo Barbosa
Description:
Work done with the 1st year - High School Teacher PatrĂcia Boldrini
Advertising was the motivating element of the work. From her and her questions, the students searched, exchanged information and introduced the class. Each group was responsible for expanding information on the relationship between
The
groups
searched
for
yellow
fever,
the
monkeys and yellow fever and creatively organizing them to present research results to
importance of the monkey for the balance of the
classmates and seniors in Elementary II.
environment and for detection of the disease, as well as prevention with the vaccine. They presented in groups to the classmates and made
interactive
games
for
the
students
of
Fundamental I, informing in a playful way the issue of yellow fever.
Description:
Description:
Work carried out with the 6th year: Panel of News Teacher Edna Gomes
Work done with the 6th grade classes in Mathematics: Statistics on Yellow Fever Teacher: Williams Costa
Description: Work carried out with the 4th year - Elementary School I Teacher Simone Agostinho st
1 - Motivation: Taking advantage of the study of the contents given in the room about the Atlantic forest biome and the outbreak of yellow fever in some regions near Macaé, we talked about the relation of the monkey to the disease and its importance in the environment. With this, it was suggested by the class, to visit the monkey of the race "nail" that inhabits in the school. This motivation was based on the need to know better the monkey of the school, as well as its life history in the school space and in the forests (its natural habitat). To facilitate the understanding, an interview was made with the caretaker of the animal. Before the interview, questions were asked by the students who were later answered by the caregiver. 2nd Tools: With this information, students searched the internet (GOOGLE), newspapers and videos about this monkey breed, taking into account their characteristics and their importance for the perpetuation of Atlantic Forest vegetation and its relation to yellow fever. Proposals of activities registered in sheets through textual productions, graphics, posters and confection of games (board, puzzle, memory game, tracks and domino) involving the subject appeared. These tools and the knowledge acquired through them, were applied in Portuguese Language, Mathematics, Science, Geography and History. 3rd Talk: After data collection through the information, there was a debate in the room. 4th Result of the practice: The students enthusiastically participated in the project stages and were very happy with the making of the games involving the subject. At the end of the stages, they concluded that learning to play is more enjoyable and meaningful, as it was evident at the time when everyone started playing with the games they invented. 5th Challenges found: Managing student and teacher time in the face of school curriculum compliance. 6th What I learned: Whenever we come up with a challenge, we learn something new, establish exchange relationships with each other, and learn a lot from all of this. But this would not be possible if there was no partnership between the members of the group, between school and family and most importantly, the love and dedication at each stage of this project. What will stay is sure to continue down this path. th
7 Treasure Found: The students learned by joking. Thus, there was significant learning. This is the treasure. 8th Assessment: Students were assessed by individual and group participation, and through selfassessment.
The group thanks everyone who directly or indirectly participated in this educational experience.
Components of the development group: Edna Gomes, Marcelo Barbosa, Maria Aparecida Araújo, Patrícia Certório, Patrícia Boldrini, Simone Agostinho e Williams Costa.