Mapping the implementation of the emerging education model

Authors

  • Marcos Antônio Spinassé Centro Universitário Salesiano, Centro Universitário Salesiano
  • Blasius Silvano Debald Centro Universitário União das Américas de Foz do Iguaçu/PR – UniAmérica

DOI:

https://doi.org/10.47456/bjpe.v7i4.36249

Keywords:

Educational model, Higher education institution, Learning

Abstract

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.

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Author Biographies

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)

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)

References

Debald, B. S., & Golfeto, N. V. (2016). Protagonismo Estudantil e Metodologias Ativas de Aprendizagem em Tempos de Transformação na Educação Superior. Pleiade, 10(20): 05-11

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Ostermann, F., & Cavalcanti, C. J. de H. (2010). Teorias de Aprendizagem: Texto introdutório. POA: UFRS-Instituto de Física, 2010. Recuperado de http://files.pibid-unibr-sao-vicente.webnode.com/200000051-0d0a70e086/Teorias%20de%20aprendizagem.pdf

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Morin, E. (2015). Introdução ao Pensamento Complexo. 5ª Ed. POA: Sulina.

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Published

2021-09-22

How to Cite

Spinassé, M. A., & Debald, B. S. (2021). Mapping the implementation of the emerging education model. Brazilian Journal of Production Engineering, 7(4), 01–10. https://doi.org/10.47456/bjpe.v7i4.36249

Issue

Vol. 7 No. 4 (2021): Edição Especial "Educação 5.0: Inovação e metodologias ativas para o ensino superior" (Agosto-Janeiro)

Section

Edição Especial "Educação 5.0: Inovação e metodologias ativas para o ensino supe

License

Copyright (c) 2021 Brazilian Journal of Production Engineering - BJPE

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