Mapping the implementation of the emerging education model

• Marcos Antônio Spinassé

  Centro Universitário Salesiano, Centro Universitário Salesiano

  Author

• Blasius Silvano Debald

  Centro Universitário União das Américas de Foz do Iguaçu/PR – UniAmérica

  Author

In view of the need to adopt adequate procedures for the implementation of a new educational model, we sought to draw up a descriptive mapping of the insertion process that has already been taking place in higher education institutions. The emerging educational model insertion process is configured through a scheme of the higher education institution as an organism composed of three dimensions: (1) Learning System; (2) Administration and (3) Infrastructure. Where, each of the three dimensions (1, 2 and 3) would be seen through three prisms: (A)Agents; (B) Material resources and (C) Processes and their elements.

1. Marcos Antônio Spinassé, Centro Universitário Salesiano, Centro Universitário Salesiano

   Doctor in Architecture and Urbanism (PPG Doctorate Cities/FAU/UFAL); Master in Architecture and Urbanism (PPG Dinâmicas do Espaço Inhado-DEHA/FAU/UFAL); Specialist in Marketing (FGV), Strategic Design (FEJAL) and Hybrid Education, Active Methodology and Learning Management (Uniamérica); Improvement in Teaching Technological Education (FAPEC/FAT); Graduated in Architecture and Urbanism (UFAL). He coordinates Inova (Innovation and Entrepreneurship Nucleus) and the Architecture and Urbanism Project Nucleus of the Salesiano University Center of Vitória / ES-UniSales. He started his professional activities in 1982. He worked as a journalist, illustrator, publicist, graphic designer, consultant and marketing manager. At SEBRAE / AL he performed the functions of communication and marketing consultant and manager of the Via Design Program. He is currently a postgraduate/graduate professor and an independent consultant for architecture, urbanism, design, communication and marketing. (Text provided by the author)

2. Blasius Silvano Debald, Centro Universitário União das Américas de Foz do Iguaçu/PR – UniAmérica

   Doctor in Education from the University of Vale dos Sinos (UNISINOS). He has a Short Degree in Geography and a Full Degree in History from the University of Santa Cruz do Sul (1993), Masters in Regional Development from the University of Santa Cruz do Sul (1996), Sociocultural Area and Specializations in Learning Management, Active Methodologies and Hybrid Education . He is currently a professor and Academic Dean at Centro Universitário União das Américas, Coordinator of the History Course and member of the Editorial Team of the Pleiade Magazine of the same institution. He has experience in the field of Education, especially in the use of innovative methodologies and a new teaching profile. It is dedicated to research that is articulated with the promotion of student protagonism, competence-based learning, introduction of active learning methodologies, teacher mediation and evaluative formats. He advises on the implementation of competency-based curriculum and the development of innovative teacher planning for educational practice. He is part of UniAmérica's team of consultants that helps other HEIs in innovation processes and implementation of active learning, dynamic and open curricula, in addition to planning that makes the learner the protagonist of the educational process. (Text provided by the author)

• #BJPE36249.pdf (Portuguese (Brazil))

Copyright (c) 2021 Marcos Antônio Spinassé, Blasius Silvano Debald (Autor)

This work is licensed under a Creative Commons Attribution 4.0 International License.