Fanzine: an active methodology as an evaluative practice in teaching geography - an experience report
The present work has as an experience report the use of a didactic resource, the Fanzine, used as an evaluative practice in the teaching and learning process, facilitating the understanding of the contents and making a greater interaction between the studied subjects. The methodology used was qualit...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Revista de Instrumentos, Modelos e Políticas em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/6451 |
| Acceso en línea: | https://revistas.uece.br/index.php/impa/article/view/6451 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizagem Avaliação Fanzine Metodologia Ativa Learning Assessment Active Methodology |
| Sumario: | The present work has as an experience report the use of a didactic resource, the Fanzine, used as an evaluative practice in the teaching and learning process, facilitating the understanding of the contents and making a greater interaction between the studied subjects. The methodology used was qualitative research, using experience reports in a participatory manner. The use of Fanzine makes students participate in an individual way and with the aim of interacting with the collective about the content covered, as it facilitates for the student the safer exposure of what they have learned, through the research that was carried out and the suggested theme. This resource is highly interdisciplinary. |
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