Report on Experience

As fichas avaliativas surgem da necessidade de avaliar os trabalhos práticos realizados pelos estudantes nas aulas de artes, tendo por base critérios objetivos e evitando assim que a avaliação fosse velada ou baseada em gostos pessoais do professor. O relato dialoga com Hernandez (2000), que aborda a avaliação no ensino das artes visuais e com Bourdieu (2007) que reforça a importância da arte na escola e a realização de trabalhos práticos. O relato contextualiza o cenário escolar em que a proposta foi experienciada e como a ficha foi estruturada, sendo que todos os itens surgiram por necessidades observadas em sala de aula, sendo alguns itens de caracteres organizacionais, disciplinares e outros que reforçavam os conteúdos estudados. As fichas tornaram as avaliações mais rápidas e objetivas, facilitando o diálogo entre professor e alunos, orientando e possibilitando que os trabalhos pudessem ser corrigidos ou refeitos, se assim o aluno opta-se.

The evaluative forms emerge from the need to evaluate the practical work done by the students in the art classes, based on objective criteria and thus avoiding that the evaluation was veiled or based on the teacher's personal tastes. The narrative dialogues with Hernandez (2000), who approaches the evaluation in the teaching of the visual arts and with Bourdieu (2007) that reinforces the importance of art in school and the accomplishment of practical works. The report contextualizes the school scenario in which the proposal was experienced and how the form was structured, and all items arose from needs observed in the classroom, some items of organizational, disciplinary and other characteristics reinforcing the contents studied. The evaluative forms made evaluations faster and more objective, facilitating the dialogue between teacher and students, guiding and enabling the work could be corrected or redone if the student chooses.

The current work presents the report of an experiment on the use of the Game of Geometric Solids as a methodological resource for the teaching of Mathematics in Basic Education. The main purpose of the proposal was to establish concepts related to the theme - how to recognize geometric solids and their properties, and to calculate volume and total area - in a playful and attractive way. The game was applied to a class of the 3rd year of High School of a school of the state network of the city of Formiga (MG). The results showed that the use of games and challenging situations, such as didactic resources, allow a playful work of Mathematics in the classroom. In addition to having the purpose of getting students to learn the subject, games can also be seen as appropriate situations to work on other issues with students, such as socialization, cooperation, respect, among others.

Resumo
O presente trabalho apresenta o relato de uma experiência sobre a utilização do Jogo dos Sólidos Geométricos como recurso metodológico para o ensino de Matemática na Educação Básica. A proposta teve como objetivo principal fixar conceitos relacionados à temática - como reconhecer os sólidos geométricos e suas propriedades, e calcular o volume e a área total - de forma lúdica e atrativa. O jogo foi aplicado para uma turma do 3º ano do Ensino Médio de uma escola da rede estadual da cidade de Formiga (MG). Os resultados mostraram que o uso de jogos e situações desafiadoras, como recursos didáticos, possibilitaram um trabalho lúdico da Matemática na sala de aula. Além de ter a finalidade de fazer com que os alunos aprendam a matéria, os jogos também podem ser encarados como situações oportunas para trabalhar outras questões com os alunos, como socialização, cooperação, respeito, dentre outras.

Introduction: Monitoring allows students the basic cycle of higher-level courses, principally, a deeper understanding of all content been living in class, in this case, the Human Anatomy classes. Through it the student develops various daily activities at the Human Anatomy Laboratory to that add up to the didactic and pedagogical activities required in this process, like the cadaveric dissection. Dissect derives from the Latin meaning to separate, cut, etymologically being equivalent to anatomy. The present study aimed to report the student-monitor experience the discipline of Human Anatomy in cadaveric dissection. Methods: The study is an experience report of a qualitative approach, with an exploratory descriptive analysis, whose objective was to describe, in the words of Physiotherapy course monitors, the importance in the dissection technique. For this, has been made the reading for each reporting for the identification of the central issues described by each monitor. Results: Th...

Introduction: Monitoring allows students the basic cycle of higher-level courses, principally, a deeper understanding of all content been living in class, in this case, the Human Anatomy classes. Through it the student develops various daily activities at the Human Anatomy Laboratory to that add up to the didactic and pedagogical activities required in this process, like the cadaveric dissection. Dissect derives from the Latin meaning to separate, cut, etymologically being equivalent to anatomy. The present study aimed to report the student-monitor experience the discipline of Human Anatomy in cadaveric dissection. Methods: The study is an experience report of a qualitative approach, with an exploratory descriptive analysis, whose objective was to describe, in the words of Physiotherapy course monitors, the importance in the dissection technique. For this, has been made the reading for each reporting for the identification of the central issues described by each monitor. Results: Th...

Introduction: Monitoring allows students the basic cycle of higher-level courses, principally, a deeper understanding of all content been living in class, in this case, the Human Anatomy classes. Through it the student develops various daily activities at the Human Anatomy Laboratory to that add up to the didactic and pedagogical activities required in this process, like the cadaveric dissection. Dissect derives from the Latin meaning to separate, cut, etymologically being equivalent to anatomy. The present study aimed to report the student-monitor experience the discipline of Human Anatomy in cadaveric dissection. Methods: The study is an experience report of a qualitative approach, with an exploratory descriptive analysis, whose objective was to describe, in the words of Physiotherapy course monitors, the importance in the dissection technique. For this, has been made the reading for each reporting for the identification of the central issues described by each monitor. Results: Th...