Luis A. G. Fernandes & Dulce H. Soares
ABSTRACT
This work presents the description of an activity developed in the discipline Methods for Knowledge Production, which addresses the teaching of research methodologies and academic works. It focuses on the use of active methodologies, specifically project-based learning. The project developed by the author with students in the first semester of the Phonographic Production Technology course is the realization of a show presenting songs to the residents of a nursing home when the material collected by all the freshmen of the institution is delivered in a Solidarity Hazing. This activity allows for the realization of the project as an experimental activity requiring the integration of the various groups formed in the classroom, as well as the development of each part of an academic work, bringing very positive results mainly in relation to reducing school dropout.
KEYWORDS: Active methodologies, project-based learning, dropout in higher education TYPE OF CONTRIBUTION: Practice-based abstract
PRESENTATION FORMAT: Interactive poster presentation
FROM BULLYING TO SOLIDARITY - THE PBL AS A PILLAR OF CITIZENSHIP
Looking for alternative ways to enrich activity in the classroom demands more and more from the teacher, pressured by the high dropout rates in higher education, as cited Pereira (2003). Educating for a culture of peace is a kind of Education of Values and must be performed from and to action, according to Jares (2004).
Active methodologies can prove to be an interesting tool This work highlights the use of project-based learning, PBL, for disciplines as Scientific Work Methodology, SWM. The concern in teaching-learning approach to motivate the generation Z, which reaches classrooms in higher education, was addressed by Ezenwabasili (2016):
“A colleague from a university in Spain told me something interesting: 'Today, at our university, young people do not come to study. They come to work, have an experience in making and building things. Learning and reflection are consequences of that '. In other words, the university has to offer other forms of teaching so that these students can learn more and better. " (p. 1)
In the Phonographic Production course syllabus, SWM presents the types of academic works, to the students in the first semester. Thus, this article presents the dynamics of developing experimental work, using PBL, with the following initial challenges: 1. The first semester has historically received criticism for being too theoretical, demotivational, causing possible school’s dropouts due to the student having little contact with practical activities; 2. Practical activities may need prior theoretical knowledge so that they can be developed by students; 3. To change the negative practice of hazing , which is any conduct or method of initiation that may willfully or recklessly endanger the physical or mental health of any student or other person, in order to promote citizenship, empathy and solidarity.
One concern was to resolve the issue of hazing in college, as it is a bullying action, which, according to Chaves and Souza (2018), is an aggressive intentional behavior, usually when there is an imbalance in the power relationship. This is a recurrent fact when the student enters the college and is cornered by seniors and subjected to humiliating actions.
ACTIVITIES CARRIED OUT
The proposal includes the PBL methodology, with the creation of two main blocks. The first one is the group of musicians who must organize themselves to form three to five groups for musical performances during the event. The second block is the executive production which should make the musical event at the chosen location feasible and of quality.
Issues such as the success of the event, promoting the happiness of those assisted by the visited institution, integration among students and a better knowledge of the competences and skills the course intends to develop are always raised by the class. These results allow a reflection on how it would be possible to measure these parameters and assess whether they have been fully achieved. It is possible to work on the matter of presentation and discussion of results in experimental works focusing on recording the public reaction during the show, mainly the enthusiasm of the students’ and the institution's staff. Moreover, the final interviews allow the impressions of the event to be taken from all those involved besides enabling the discussion about the success of an event. Regarding this aspect, the expected results normally listed are: the event must follow the schedule without delay, the quality of the sound and the repertoire of the songs must please the audience and ensure that socialization takes place among the students effectively, how they felt with the activity (as a person). These points affect all the students’ activities. It is essential to define the repertoire, the instruments used in each song to finalize the event's schedule and set the stage. All these actions require integration among the groups in the pre-production phase of the event. The materials and methods class has become more attractive as it deals with an activity that all students have already performed. In the final stage of developing the written part of this experimental work each group needs to
show the results achieved by the other groups. As an example, the musicians have used the photos and videos of their performance besides the interviews to show how receptive the public was and that the executive production had met the scheduled period for the program. Figures 1 and 2 depict the 2015 and 2018 presentations.
Figure 1 (a) and (b). Solidarity Hazing 2015 (a) and 2018 (b) to the residents of São Vicente de Paula Home
Figure 2 (a) and (b). Interaction of students and teacher with residents and employees of SVP Home
The accounts presented here were collected by the freshmen from 2011 until 2018 and were translated by the authors: Question (Q): Did you expect a “hazing” like this? Response (R): “I’ve always been afraid of hazing in college. Our class got united and seeing the elderly so happy was great!”; (Q): How do you think the activity added to your knowledge concerning the course? (R): “I believe that it was a great opportunity for everyone to get a little experience in an event, from rehearsals, the exchange of experiences between everyone, especially in the difficulties faced”.
The following are the questions asked to the residents, caregivers: (Q): Does today's event bring positive results for the elderly? To what degree does this help their well-being? M., caregiver: (R): “The most expected event of the semester. For us and the elderly. It enhances the elderly's self-esteem for the simple reason that they were remembered”. C., 72 years old, resident: “Yes, music moves many memories, although some have hearing impairment. Yes, it helps a lot to break routine. I remembered the cinema (some movie tracks) and loved the decor. It would be good for more events like this for us”.
A special account about the Solidarity Hazing came from one of the students, P.R.: “I was thinking about dropping out of the course, as I was far from home and I didn't see anything in the first semester that justified
the decision I had made when choosing this profession. But when doing the Solidarity Hazing I realized that acting in executive production was exactly what I wanted to do with my life and I decided to stay in college."
Another student, B. P., said that the solidarity action was “super life-changing” for she continued visiting the nursing home along with her classmate E. L. as observed by this professor/author when meeting them in a subsequent visit to the same nursing facility.
CONCLUDING REMARKS
This activity has enabled the participants to work on all the required issues in the presentation of an experimental work, being also important to the enthusiasm of the student towards the course since it develops the skills for all the phases of this activity within their professional career, abeit amateurishly.
The engagement of the classes in general after the execution of the Solidarity Hazing proved to be much greater than when the process of teaching used examples from experimental work carried out in previous semesters by other students of the course in final papers, however interesting the examples might have been. The commitment of those two students who visited the home on Sundays also demonstrates that good fruit has been harvested with this action. The process described in this article helps students to feel integrated and has also played an important role in tackling school’s dropout, as shown in P. R.'s account as well as in the making of solidarity citizens like B. P. and E. L.
REFERENCES
Chaves, D. R. L., & De Souza, M. R. (2018). Bullying e preconceito: a atualidade da barbárie. Revista Brasileira de Educação, 23. https://doi.org/10.1590/s1413-24782018230019
Ezenwabasili, M. (2016). Como as diferentes gerações aprendem. 2016.
http://www.revistaensinosuperior.com.br/como-diferentes-geracoes-aprendem
Pereira, F. C. B. (2003). Determinantes da evasão de alunos e os custos ocultos para as instituições de ensino superior: uma aplicação na Universidade do Extremo Sul Catarinense.
https://repositorio.ufsc.br/bitstream/handle/123456789/86403/198634.pdf?sequence=1&isAllowed=y AUTHOR INFORMATION
Luis Antonio Galhego Fernandes, galhegofernandes@hotmail.com, Brazil, FATEC Tatui - Centro Paula Souza (corresponding author)
Dulce Helena Soares, dulce.nova@fatec.sp.gov.br, Brazil, FATEC Tatui - Centro Paula Souza (corresponding author)