Estratégias disruptivas na modalidade presencial e mista da Universidade de Manágua, Nicaragua
DOI:
https://doi.org/10.5281/zenodo.14957085%20Palavras-chave:
ensino superior, estratégias disruptivas, modalidade educacional, modalidade presencial, modalidade semipresencialResumo
Introdução: a educação superior tem se transformado com a integração de modalidades presenciais e semipresenciais, exigindo estratégias inovadoras que respondam às necessidades dos estudantes. Objetivo: este estudo visa analisar as estratégias disruptivas implementadas no Guia Metodológico da Universidade de Manágua, Nicarágua, para as modalidades educacionais presencial e semipresencial. Método: foi realizado um estudo qualitativo, com abordagem descritiva, baseado na análise do Guia Metodológico atualizado em setembro de 2024. Foram examinadas as diretrizes e recomendações para a implementação de ambas as modalidades, considerando o uso de tecnologias, a interação professor-aluno e as estratégias de avaliação. Resultados: o Guia Metodológico promove uma abordagem socioconstrutivista, integrando inteligência artificial, a plataforma Google Classroom e as exigências da Estratégia Nacional de Educação, do Conselho Nacional de Universidades na Nicarágua e do Sistema Nacional de Avaliação para as aprendizagens, para enriquecer o processo de ensino-aprendizagem em ambas as modalidades. Conclusão: Destaca-se a importância da flexibilidade, da participação ativa do estudante e da avaliação contínua. A Universidade de Manágua implementa estratégias disruptivas que buscam uma aprendizagem dinâmica e centrada no estudante, adaptando-se às demandas da educação atual.
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