Station Rotation: An Experience Report of a Teaching-Learning Proposal in Youth and Adult Education

Authors

DOI:

https://doi.org/10.15359/ree.27-1.14472

Keywords:

Inclusion, active methodology, station rotation, youth and adult education

Abstract

Objective. The objective of this investigation was to verify the possibilities and potentialities of the use of active methodologies (AM), with a focus on rotation by stations, in Youth and Adult Education (YAE). The study also aimed to suggest AM as a proposal that collaborates with quality in teaching-learning and can contribute to students becoming autonomous subjects. Since it is an audience that needs more attention from researchers in the area of education, from this the practice in question was carried out in a six-class municipal school with 112 students in the center-west of Goiás. The class chosen for the practice has 28 students enrolled, and two are from Inclusive Education. Methodology. In the data collection, we used questionnaires, and the data collected were analyzed in a discursive way. For this research, we used a qualitative approach of the descriptive type and documental analysis of public policies. Conclusions. It is concluded that the applied practice must gradually be inserted into the education of young people and adults, collaborating with the student to facilitate learning and with the teacher, who is always looking for new ways to meet your student.

Author Biographies

Regiane Aparecida da Silva, Instituto Federal Goiano

Graduated in Pedagogy from the Faculty of Caldas Novas (2015). Specialist in Clinical and Institutional Psychopedagogy by the Faculty of Caldas Novas (2019), and Master student at the Professional Master’s Program in Professional and Technological Education (ProfEPT) at IF Goiano.

Cínthia Maria Felício, Instituto Federal Goiano

Graduated in Chemistry from the Federal University of Uberlândia (1996), graduated in Chemistry from the Federal University of Uberlândia (1999), Master in Chemistry from the Federal University of Uberlândia (2000) and PhD in Chemistry from the Federal University of Goiás (2011), Professor at Instituto Federal Goiano.

Regina Márcia Ferreira-Silva, Instituto Federal Goiano

Administrative Technician at the Federal Institute of Goiás. Graduated in Information Systems, Graduated in Physical Education and Master student at the Professional Master’s Program in Professional and Technological Education (ProfEPT) at IF Goiano

Julio Cesar Ferreira, Instituto Federal Goiano

Graduated in Physical Education from the University of Vale do Rio dos Sinos (2009) and master's degree in Human Movement Sciences from the Federal University of Rio Grande do Sul (2012), and PhD in Health Sciences from the Federal University of Goiás (2017), Professor and researcher at Instituto Federal Goiano.

Matias Noll, Instituto Federal Goiano

Telecommunications Technician at the former Federal Technical School of Goiás, today IF Goiás (1997). Degree in Mathematics from the Federal University of Goiás (2005). Education Specialist, concentration area: University Teaching (2006). Master in Electrical Engineering from the Federal University of Uberlândia (2010). PhD in Electrical Engineering from the Federal University o

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Published

2023-01-01

How to Cite

Station Rotation: An Experience Report of a Teaching-Learning Proposal in Youth and Adult Education (R. A. da Silva, C. M. Felício, R. M. Ferreira-Silva, J. C. Ferreira, & M. Noll , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-20. https://doi.org/10.15359/ree.27-1.14472

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Vol. 27 No. 1 (2023): Revista Electrónica Educare (January-April)

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Journal Articles (Peer Reviewed Section)

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How to Cite

Station Rotation: An Experience Report of a Teaching-Learning Proposal in Youth and Adult Education (R. A. da Silva, C. M. Felício, R. M. Ferreira-Silva, J. C. Ferreira, & M. Noll , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-20. https://doi.org/10.15359/ree.27-1.14472

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