Navegando por Autor "Almeida, Adriana Neves de"

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O estágio supervisionado na formação de um professor de ciências biológicas
(2017-12-18) Teixeira, Gabriel Medrado; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Almeida, Adriana Neves de; http://lattes.cnpq.br/7815549956025130; Lapa, Barbara Castro; http://lattes.cnpq.br/7253775685720985
This work was written with the objective of recording the importance of Supervised Internship in the training of the Biological Sciences teacher. Beginning with my formative process until the admission to the Federal Institute of Education, Science and Technology of Amazonas - Campus Manaus Center - and completion of Supervised Internships, starting from an autobiographical perspective exposed to the reader of this work. Trying to demonstrate details that have contributed significantly to my teacher training process. Highlighting all the learning acquired during the accomplishment of my four Stages in two different schools of Manaus and bringing a critical remark about the experiences taken in this course. For the construction of the future teacher I indicate the relevance of the Supervised Internship and what their contributions to the institutions where the Internships were held and for the Degree in Biological Sciences.
Formação continuada de professores de matemática na perspectiva do ensino híbrido
(Instituto Federal do Amazonas, 2017-11-30) Almeida, Adriana Neves de; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Oliveira, Raquel Gomes de
This research presents discussions about the continuing education of Mathematics teachers and Blended Teaching, as aspects that correlate to the teacher pedagogical process. The research purpose was to understand in which aspects a continuing education course, based on Blended Teaching, can contribute to the pedagogical process of Mathematics teachers regarding to the reflection of the pedagogical practice itself. Considering this purpose, the research participants were six professors who work in Technical Professional Education of Medium Level and in Higher Education. It is a qualitative research, in which the action research was used as a strategy for its development, it was structured in three phases: formative actions planning, implementation and evaluation. Regarding the techniques and instruments for the data production, the following were used: conversation wheel and observation; field day-book, audio recordings, questionnaires and teacher’s productions during the course. The research data were organized and interpreted through Discursive Textual Analysis, and showed that continuing education is primordial for the teacher pedagogical development and to the teaching and learning process. They also demonstrated that technologies are allied to the teacher in teaching practices; giving dynamism to his work in the classroom. The results indicate that it is necessary that the educational institutions encourage the formative processes in the school context, considering the particularities of the knowledge areas based on the reality lived by the teacher. Concerning the pointed aspects of the continuing education course contribution for the reflection of the pedagogical practice itself of the Mathematics teachers, research participants, it can be highlighted: the planning importance for the teaching actions organization in the classroom; understanding that technologies can support the teaching and learning process; teacher’s reflection as a classroom manager; and finally, the recognition of the relevance of continuing education for the pedagogical process and pedagogical practice improvement.
Proposições para a formação de professores de matemática na perspectiva do ensino híbrido
(Instituto Federal do Amazonas, 2017-11-30) Almeida, Adriana Neves de; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Oliveira, Raquel Gomes de; http://lattes.cnpq.br/5507035725222959
Favoring de mathematics learning is a challenge for many teachers. To make possible new perspectives to favor learning pass through the teachers formation, in the sense of constructing ways to discuss the teaching practice and the teaching and learning processes. From this perspective, we present the organization of a mathematics teachers course that is based on blended teaching and using the Khan Academy Adaptive Platform. With this, we also aim to show that blended teaching can be used in teacher education processes, as a methodological. The course is 20 hours workload and is structured in six formative meetings. Each meeting presents a schedule of activities that details all the actions that must be carried out by the trainer / participant. The intention is that this material will facilitate educational professionals, such as pedagogues and teachers of mathematics degree courses, to implement formative processes based on blended teaching.