Navegando por Autor "Coelho, Iandra Maria Weirich da Silva"

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Amazonglês: guia didático para auxiliar no aprendizado significativo de vocabulário em inglês
(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; Monteiro, Marta de Faria e Cunha
This guide presents a proposal for a Potentially Significant Teaching Unit (UEPS), which aims to contribute to the teaching-learning process of vocabulary in English for elementary school students. The guidelines presented in this guide aim to help teachers and students with more meaningful strategies for their pedagogical practices. To this end, instructions are presented for the application of a proposal called Amazonglish, grids for evaluating vocabulary and suggestions for adapting activities according to the teacher's objectives and students' needs. This guide covers food-related topics, specifically with vocabulary from the Amazon region. However, the guide may be applicable to other topics in the English subject.
Amazonglês: uma proposta para aprendizagem significativa de vocabulário em inglês no ensino fundamental
(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Almeida, Christine Sant’Anna de
This research aims to evaluate a potentially significant teaching unit, called Amazonglês, designed to mediate the teaching-learning process of English vocabulary. The proposal was applied to elementary school students from a public school in the city of Manaus. The research has as its theoretical support the Theory of Meaningful Learning, based on authors such as Ausubel (2000) and Moreira (2012) and scholars such as Scaramucci (1995), Gattolin (2005) and Leffa (2000) regarding vocabulary learning. The methodological procedures involve qualitative, exploratory research and use of the case study method (Yin, 2015). Data collection was carried out with the aid of a questionnaire, participant observation and an observation grid, focusing on the analysis of two criteria: motivation and performance, the latter being used to evaluate the control and range of vocabulary learning. Data from assessments carried out in three stages were also included: pre-test to verify prior knowledge, post-test and late post-test (Zilles, 2001). Data analysis was carried out using the Content Analysis method, along the lines of Bardin (2016). The results showed that the proposal contributed significantly to learning vocabulary in English. As for the results, we highlight the potential of the Amazonglês proposal so that students can take ownership of their regionality and reflect on the importance of learning vocabulary for their school, personal and professional lives. Regarding potentially significant activities, we highlight mind maps. The use of mental maps contributed to the expansion of the repertoire presented in the UEPS, which was validated through the creations and quantity of new words present in the activity. In the control and range criteria, it was possible to observe a progression in learning, considering the little prior knowledge about specific vocabulary and the significant amount of vocabulary retained in memory (with post-test and late post-test). The educational product arising from this research is a teaching guide aimed at English teachers, with guidelines and possibilities for activities to be developed with a focus on teaching and learning vocabulary supported by the Meaningful Learning theory.
BET: Blended English Teaching: guia para professores de inglês para fins específicos
(2017-01-20) Sousa, Yna Honda de; Mendonça, Andréa Pereira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Cabral Neto, João dos Santos; Monteiro, Marta de Faria e Cunha
Blended English Teaching (BET) is a teaching-learning proposal to English enhance English language reading skill the word decoding and the integration of ideas in texts. BET is composed by three fundamental elements: hybrid teaching models, virtual resources to provide self-study inside and outside from Computing area, with texts compiled from manuals and tutorials related to hardware and software in English. This guide purpose is share with English teachers, guidelines on how to implement BET in English any technical area, as well as to present links to all activities used and suggestions to increase knowledge regarding the items mentioned in the implementation.
Blended English Teaching: proposta de ensino-aprendizagem de inglês para fins específicos
(2017-12-20) Sousa, Yna Honda de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849
Conventionally, English for Specific Purpose teachers instruct students to use reading techniques applied to the texts comprehension, so they can gradually develop the reading skill in another language. According to education tendencies that encourage the technological resources insertion in the teaching-learning process, using new forms of classroom organization, as well as the mediation of contents, we propose in this research a teachinglearning proposal to English for Specific Purposes, called Blended English Teaching, which combines blended teaching, virtual resources for self-study and a compiled corpus with authentic texts, referring to manuals and tutorials by hardwares and softwares. This proposal purpose is to enhance English language reading skill proficiency, specifically for the word decoding and the integration of ideas in texts. To evaluate this proposal, we carried out a case study, with students from the Medium Level Technical Course in Computing, at Education, Science and Technology Federal Institute in Amazon - IFAM, based on the performance achieved by them and according to the established description in an evaluation line. The evaluation artifacts used were three diagnoses (initial, intermediate and final evaluation) and learning activities, developed during eleven classes. The results indicate that BET proposal contributed more significantly to performance in reading skill proficiency, in the word decoding standard, not being equally effective in the integration of ideas standard. This research has as products a specific corpus with texts compiled from the Computing area and a guide for teachers of English for Specific Purposes, with guidelines for this teaching-learning proposal use
Contribuições do estágio supervisionado para a formação docente
(2019-12-04) Lobo, Wyvirlany Valente; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401
This paper discusses the contributions of Supervised Internship in teacher education through the impressions of undergraduate students of the Federal Institute of Education, Science and Technology of Amazonas presenting their difficulties, expectations and considerations. The research was conducted through pre-structured interviews with students of the Physics, Chemistry, Biological Sciences and Mathematics Degree courses. Later, a lexical analysis was performed with the aid of the Sphinx Software to verify the word frequency as a procedure to assist in the qualitative analysis. The results show that the main expectations consisted of experience, professional identity and disorganization in the classroom. The main unmet expectations at the internship were school support, student interest and follow-up. The difficulties encountered in the internship were the relationship with the students, lack of resources and school support. Regarding the influence of the internship on the classroom performance, the professional identity, teacher-student relationship and reality of schools were highlighted. As for the unwanted experiences, disrespect was revealed, taking on classes and teacher-trainee relationship. Contributions to the internship were participation in the events, orientation and flexibility. Unexpected situations were based on preparation, seeking guidance and solving the problem. Keywords: Supervised Internship;
Desenvolvendo competências comunicativas & críticas em língua espanhola na EaD: um guia para professores
(2023-02-23) Oliveira, Kamila Freire de; Coelho, Iandra Maria Weirich da Silva
This educational product is intended to help the Spanish language teacher to act in the process of development of their oral production skills students, especially in the contexts of distance learning (DL). To this end, it presents a proposal for a FL online course, adapted from the eTec Program - Language Without Borders (Idioma sem Fronteiras). This program was created in 2014, with the aim of offering distance language courses and is linked to the e-Tec Brasil Network, which aims to democratize the access to professional education knowledge and Technological. The product presented seeks to direct the application of the course, making materialsand resources accessible used in your instructional design, so that present the fundamentals that support the conception, as well as a set of didactic guidelines-pedagogical tools that help in the adaptation of the teaching and learning proposal, according to the reality and needs of each context.
Desenvolvimento da habilidade oral em língua espanhola com uso de histórias digitais: uma proposta na perspectiva do ensino crítico
(2023-09-26) Alecrim, Bruno Bufuman; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Teixeira, Wagner Barros; http://lattes.cnpq.br/6227315631560289
This research deals with the creation of a didactic proposal for the teaching-learning process of the Spanish Language, focusing on the development of oral skills and critical thinking, in an integrated manner. That said, we developed we developed a didactic proposal using Digital Storytelling as an educational technology and based on a discussion about racism and gender, in an attempt to address Contemporary Cross-Cutting Topics, specifically, the themes of Citizenship, Civics and Multiculturalism. The proposal is divided into four phases: setting, questioning, knowledge organization and knowledge application, adapted from the Three Pedagogical Moments by Delizoicov, Angotti and Pernambuco (2011) and Critical Applied Linguistics, proposed by Pennycook (2001, 2006). The methodological procedures adopted involve research of an applied nature, with a qualitative approach of a descriptive nature, using strategic action research as a method (Franco, 2005). The instruments used for data collection were the conversation wheel, audio recording, teacher observation and questionnaire. Data analysis was supported by the content analysis method (Bardin, 2011). The proposal was applied and evaluated by 12 students, from the Medium Level Technical Course in Sales, from the Federal Institute of Education, Science and Technology of Amazonas, Campus Humaitá, in the discipline of Spanish Language. The results reveal that the proposal contributed to the development of oral skills in terms of pronunciation and vocabulary, as well as other language skills such as reading and listening comprehension. The proposal also contributed to the development of critical thinking skills such as the reconstruction of the world view, respect for others, the development of critical awareness. In addition to these, the results demonstrate an improvement in interest in the discipline and in research, encouraging the exposure of thoughts, feelings, emotions and awakening students' curiosity. Through this research, a Didactic Guide was created as an educational product, with guidelines for Spanish teachers in basic education, so that they can work with students' everyday topics in an integrated way with the syllabus of the discipline.
Histórias digitais e ensino crítico: orientações didáticas para professores de língua espanhola
(2023-09-26) Alecrim, Bruno Bufuman; Coelho, Iandra Maria Weirich da Silva
This guide is a teaching and learning proposal for developing the oral skills and critical thinking of Spanish Language students in Basic Education. The objective is to present a set of information related to the concepts and implementation of Digital Storytelling as a potential education technology to promote new learning experiences. In this guide we highlight the use of the Three Pedagogical Moments as a teaching methodology and the use of rubrics to qualify the assessment process. The activities presented were developed based on a discussion about racism and gender, in order to address Contemporary Cross-Cutting Issues, specifically, the themes of Citizenship, Civics and Multiculturalism.
Interação oral em língua espanhola: construção de uma proposta avaliativa
(2019-08-30) Soares, Franciane de Araújo; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréia Pereira; http://lattes.cnpq.br/0938462047218130; Teixeira, Wagner Barros
This research deals with the oral interaction evaluation, in the Spanish Language (SL) teaching-learning context. Faced with the difficulty to evaluate this communicative ability, we developed an evaluative proposal composed of three steps: the compilation of a Matriz of Descriptors for Oral Interaction Evaluation in Spanish Language.; the elaboration of a didactic activity focused on the oral interaction development in SL and the construction of a rubric that enables (self)assessment, based on criteria and descriptors related to oral communicative competence in the language. This proposal purpose is to contribute to the SL teaching-learning process, taking into account the evaluation process, based on the presential and virtual communicative context. To evaluate the proposal, we conducted a Case Study with students of an Intermediate Spanish Course, at the Language Center, at Federal Institute of Education, Science and Technology of Amazonas, Manaus Centro Campus. The methodological procedures used take into account the identification of students' needs and interests; the application and analysis of the contributions and limitations from the created proposal, based on the diagnostic data made by the students, regarding the activity and the instrument used, and the teacher's observations. The results indicate that the evaluation proposal contributed to the identification of students' proficiency levels, considering the evaluated criteria, besides it had provided a self-assessment moment of their own learning. From this research were developed two products, the first is a Matriz of Descriptors for Oral Interaction Evaluation in Spanish Language, composed by the compiled descriptors from the Common European Framework of Reference for Languages (CEFRL) and the main proficiency exams in SL: Diploma de Español como Lengua Extranjera (DELE), Certificado de Español: Lengua y Uso (CELU) Servicio Internacional de Evaluación de la Lengua Española (SIELE), as well as the language assessment parameters of the Association of Language Testers in Europe (ALTE), with suggestions for the evaluative activities elaboration. The second product is a Didactic Guide for Spanish teachers, with guidelines for the evaluation proposal use, which can serve as a model for the other proposals construction or be adapted to different evaluation formats.
LinguaComp como ferramenta no ensino-aprendizagem de línguas: uma proposta para desenvolvimento da habilidade de produção escrita em língua inglesa
(2020-05-11) Maquiné, Gilmara Oliveira; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761
The use of Information and Communication Technologies has been growing and strengthening in the educational field, based on the evolution and continuous improvement of these resources. Thereby, different digital technologies have been developed that are used as facilitators in the teaching-learning process. In this context, we present a computational tool, called LinguaComp, developed to support the application of a proposal to develop and evaluate the written production in English. The proposal include three phases: Orientation, Textualization and Self-review, based on the text creation model of Domínguez García (2006). The methodological process involve research with a qualitative approach, made possible through a case study (YIN, 2015). The instruments used for data collection were questionnaires used during the initial survey and assessment of the LinguaComp. The proposal was applied and evaluated through the use of LinguaComp, with 26 students from the technical course of integrated middle level in Chemistry, from the Federal Institute of Education, Science and Technology of Amazonas (IFAM), in the English language. The tool was evaluated based on ergonomic aspects of interaction / man-machine (usability, interoperability, documentation), using a questionnaire with five-point of Likert Scale. The results showed that the tool helped in the process of assessment the ability of written production, generating artifacts that facilitate and speed up the evaluation, such as a computational environment for sending tasks online; an interface for evaluating written production, through a rubric; the possibility of generating data referring to self-assessment carried out by students; space for sending textual feedbacks to students; general monitoring reports, with quantitative datas (notes) expanded by individual graphs that indicate the performance of students in the evaluated criteria. In addition to these contributions, the results also demonstrate elements of usability identified in the assessment of the tool, such as the indication of consistency and standards in the nomenclature used in the buttons and menus, minimizing the memory load of the participants when using the tool, as well as the effectiveness of messages of success and error. Through this research, two educational products were generated, a computational tool, based on the web (LinguaComp) and a manual, with guidelines for the use of this tool in the teaching, learning process and, mainly, evaluation of the performance achieved in the scope of didactics of languages.
LinguaComp: manual para alunos e professores
(2020-05-11) Maquiné, Gilmara Oliveira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4580777241168835; Cabral Neto, João dos Santos; Oliveira, Elaine Harada Teixeira de
This manual presents the functionalities that compose the software LinguaComp Its purpose is to assist students and teachers in the assessment of skills developed in the teaching learning process of additional languages This educational product highlights a set of information about the resources available in the tool and guidance on the steps related to registering, consulting and editing competences (skills and attitudes) and assessment rubrics Inaddition, it presents a set of navigational orientations of the computational interface, indications for the creation and evaluation of tasks, through the rubrics, and management of reports for monitoring information related to the development of skills in the target language.
Manutenção e instalação de computadores: guia de orientações didáticas para o apoio à aprendizagem no contexto indígena
(2021-12-16) Andrade, Bruno da Silva; Coelho, Iandra Maria Weirich da Silva
In this guide we present a proposal for teaching and learning to perform maintenance and installation of computers, considering the cultural and regional aspects of the target audience of the research that originated this product, which are students of the technical course in computer science at Ifam campus São Gabriel, local where the majority of students are indigenous, however, it is important to note that this teaching material can be used by teachers in any technical course that has in its grid, disciplines focused on the area of computer maintenance. This proposal was developed as an alternative to contribute to the teaching and learning process of these students in which they learn through problem-based learning, combined with the use of learning scripts, supported by Constructive Alignment and the use of visual and digital resources. to develop skills with regard to carrying out basic technical procedures related to the maintenance and installation of computers, so that they can diagnose problems, their possible causes and solutions. This teaching proposal aims to apply practical problems in the real world that will be presented through cards through a workshop so that students can have contact with some of the probable challenges that will be present in their future profession, paying attention to the issues cultural and linguistic aspects of the target audience that originated this product. In order for other teachers to reproduce this experience, we created this guide where we provide all the necessary material, including Learning Paths, guidelines for creating a virtual laboratory, links, tutorials and suggestions on general procedures. In addition, we offer a set of guidelines for students, so that teachers can guide them on how to develop their potential and achieve better learning results.
Manutenção e instalação de computadores: uma proposta de ensino e aprendizagem na perspectiva da educação indígena
(2021-12-16) Andrade, Bruno da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mourão, Andreza Bastos; http://lattes.cnpq.br/1186847209842804; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494
This research presents a proposal for teaching and learning content related to the maintenance and installation of computers. It is aimed especially at helping students of technical courses in computer science in an indigenous context. It aims to enhance the development of skills so that students can diagnose problems, identify possible causes, and propose solutions. It was developed using the active methodology of Problem-Based Learning, aided by a learning guide, visual and digital resources, and an evaluative rubric. The proposal was validated by an Ad hoc committee, composed of professionals in the areas of design, computing, and speakers of the Nheengatu indigenous language, who evaluated the proposal for its applicability. The analysis was performed using a Likert scale and the content analysis method for qualitative analysis. In the analysis process, the items evaluated refer to the design (Infographics, Typography, Color palette and Visual elements); informatics (applicability of the proposal through the learning scripts, learning outcomes, content covered, tasks and evaluation, being arranged as to the clarity and pertinence of the item) and the indigenous language (writing and visual elements). As for the results, the Design category showed more variance, with the infographics and typography elements being the main aspects to be adjusted in the proposal. The Computer category involved adjustments for spelling, textual changes, and elaboration of questions that stimulate the student to understand and interpret the activities. The Indigenous Language category, on the other hand, took into account mainly the arrangement of words in a concise manner. Through this research it was generated an educational product called: Maintenance and Installation of Computers in an Indigenous Perspective: didactic guide for teachers", which has as its main focus to help teachers in the pedagogical performance in computer maintenance disciplines, mainly in an indigenous teaching and learning context, aiming to contribute so that students can diagnose problems, their possible causes and develop solutions.
Planejamento financeiro para projeto de vida: uma proposta de ensino-aprendizagem com foco em estudantes finalistas do ensino médio
(2022-12-12) Kettle, Luciana do Nascimento; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Damasceno, Alexandre Vinícius Campos
In the context of High School, the Common National Curricular Base - BNCC recommends that the school directs students to build a Life Project, which aims at personal and social development, through the consolidation of knowledge, representations and values that will affect their decision-making processes throughout life. In addition, the BNCC guides the teaching of financial education as a cross-cutting theme, as a way to, among other possibilities, assist students in developing a Financial Planning that enables them to achieve their dreams and goals. Given the recent implementation of the BNCC for High School (December 2018), we found in the literature the need to invest effort in designing teaching approaches that promote the convergence of Financial Planning to the Life Project. Given this problematic, this research work aimed to design a teaching-learning proposal for Financial Planning with a focus on Life Project for senior high school students. This proposal was materialized in a digital portal, called "Tô com Planos" (https://www.tocomplanos.com.br), which integrates content, organized by modules (Work and Income, Economy and Finances) and a process called Life Project Canvas. There is also a navigation guide that guides teachers and students in exploring the resources available on the portal. The research is qualitative in nature and was organized in three stages: research, implementation, and evaluation. The latter was inspired in the Delphi Method, and its purpose was to evaluate the educational product in the light of two dimensions - Resolution that the product can enable and Elaboration and Synthesis. The evaluation was carried out by a committee of experts composed of high school teachers from the state public school system and researchers. In the dimension Resolution, which refers to the degree to which the product fits or meets the needs of the problematic situation, the evaluators indicated agreement about the relevance of the product. In the dimension Elaboration and synthesis, which refers to how much the product combines a set of different elements. the evaluators also pointed out suggestions for improvement in the product, with the inclusion of some contents and themes, which were attended to and implemented in the final version of the product. These results offer indications that the educational product has the potential to contribute to the teaching-learning of Financial Planning for Life Project for senior high school students.
Plano de Atividades para Telecentros (PAT): guia para o desenvolvimento de habilidades digitais com o uso do Scratch
(2018-04-26) Santana, Iêda Lucia de Oliveira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Lima, Eliane Batista de; http://lattes.cnpq.br/3234592323714659
The Telecenters Activities Plan (PAT) is an educational product referring to the use of Scratch in the development of digital skills: a proposal for the organization of the pedagogical work of Telecenters coordinators. This proposal was conceived with the objective of contributing to the digital skill development of the Telecenters coordinators in order to make them multipliers of innovative actions in the schools where they work. The PAT is made up of the following elements: Diagnostic Questionnaire, Evaluation of the digital skills levels, Learning Roadmap and Roadmap for the development of projects in the Telecenters. Although designed for use in, PAT can be adapted to other educational environments and used by other professionals Telecenters, such as teachers, pedagogues, pedagogical advisors and all those who are part of the school team.
Produção oral em língua espanhola na perspectiva do ensino crítico-emancipatório: uma proposta de curso EaD à luz do design instrucional.
(2023-02-23) Oliveira, Kamila Freire de; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Tallei, Jorgelina Ivana; http://lattes.cnpq.br/1863700309171897
This research deals with the context of teaching and learning the Spanish Language (FL), constituting a proposal for a distance learning course (DL), aimed at the development of oral production in FL. The proposal was designed based on an adaptation of the e -Tec - Languages Without Borders course carried out in the light of the ADDIE Instructional Design and anchored in the theoretical bases of Communicative Competence and the Critical- Emancipatory Matrix. The course, product of the adaptation, consists of 4 (four classes) and accounts for 40 hours in the distance learning modality, is hosted in the virtual learning environment - IFAM Virtual School - on the Moodle platform and includes a variety of technologies that aim to mediate teaching of oral production based on language, communication and critical thinking. The evaluation of the proposal involves an empirical study, of the case study type, and validates the product in terms of three dimensions: linguistic-communicative, critical and instructional design of the course. The collected data correspond to the activities, evaluations, questionnaires, information from the (self) evaluation of the subject-participants (with the use of rubrics), observations of the researcher (class teacher) and considerations of an external evaluator (pedagogue responsible for the Technology Center Production of Didactic Material for DL, of the Directorate of Distance Learning of IFAM) which were analyzed in the precepts of content analysis (BARDIN, 2011), likert scale and rubrics of performance and self assessment. In the linguistic-communicative dimension, the results point to the development of the oral production of students who reached plus levels with the contribution of the aspects: promotion of linguistic awareness, autonomy, interaction, feedback, collaboration and sharing while the limitations in this área correspond to the management of the time, workload of activities, the profile of the distance learning student and use of appropriate tools for different didactic situations. In the critical thinking dimension, the students self-assessed themselves with significant development in the argumentation and reflection criteria. The highlighted aspects were: promotion of reflection, activities focused on culture, expansion of worldviews, inclusion of cross-cutting themes, development of an investigative posture and contextualized learning. The dimension of the instructional design of the course was evaluated from the gradation of agreement on a Likert scale, which revealed as contributory aspects the pdf material, the methodology, the topics discussed, the tasks, the tutoring, and the accessible language. On the other hand, the limitations of DI deal with the workload, loading of resources, the need to enhance more interactive and cooperative activities and the organization of the VLE. The educational products resulting from this research are: i) a DL course “Spanish Language: developing oral production based on communicative and critical competences” and ii) A guide entitled “Oral production in Spanish Language: communicative and critical competences in the distance modality - Guide for teachers”.
Proposta para avaliar a interação oral em língua espanhola: guia didático para professores
(2019-08-30) Soares, Franciane de Araújo; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréia Pereira; Teixeira, Wagner Barros
This guide shows a proposal of teaching, learning and evaluation of oral interaction in Spanish language. It goals is support teachers into practices of evaluation in Extracurricular courses and Open languages courses mainly. The bases and resources presented in this guide can assist the process of evaluation of this communicative hability, whose aim is identify the level of proficiency of the students in the target-language. For this purpose, necessary instructions are shown in order to use the proposal raised, building new standards of evaluation or adaptation to be performed by the teachers, according to their goals.
Recursos didático-pedagógicos utilizados nas aulas de química do ensino médio em escolas públicas de Manaus
(2019-12-04) Oliveira, Ingrid Simone Melo de; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240
This research has as a goal verify the more used didactic-pedagogics resources in State schools of Manaus-Am. This is an exploratory research with a quantitative approach. The data collecting tool was a quiz, focusing following analytical factors: resources that help students learn in the discipline of Chemistry; how often these resources are used and which of them are able to be used on chemistry teaching focused on students with special needs, looking for inclusion. The procedures were aplied in eight (8) different schools in Manaus. The sample analyzed contains the data of four hundred thirteen (413) students in high school and eight (8) educators/principals of those educational institutions. The results shows that the most three frequent used resources in class are the board, the didatic book or/and paradidatic books and the data show, the most three frequent used resources that aid the learning are the board, the chemistry lab and the classroom experiments, the resources for students with disabilities that most schools have are the newspapers and/or magazines and the data show. From the analyzed results is possible to notice that there is no a variation of the resources used in this topic besides limited resources for students with disabilities.
Tutorial para o uso do banco de dados linguísticos RECI
(2018-03-27) Silva, Raimundo Gouveia da; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987
The Linguistic Database of Reserva Extrativista Cazumbá-Iracema (Reci)/ Cazumbá-Iracema Extractivist Reserve was compiled with the purpose of serving as a source for the creation of a teaching proposal for the study of indicative and subjunctive verbal paradigms, with emphasis on the work of linguistic variation. In this context, we created the site www.bancoreci.com.br with the focus on sharing this authentic sample with other teachers, maily the Portuguese Language one; devising to help in the pedagogical work as a support to enhance new ways of teaching and learning the mother language, as well as, to the scientific community, in order to contribute to descriptive studies of linguistic variation; building and expanding sociolinguistic database and promoting researches on this nature. In this tutorial, we present the resources available on this site which include information about Reci Database, suggesting pedagogical procedures, adding to other information regarding the history of the Reserve and a gallery of images.
O uso de recursos tecnológicos para auxiliar na produção de materiais didáticos para o ensino-aprendizagem de química
(2017-06-28) Oliveira, Daniele Menezes de; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
The growing lack of interest in chemistry subjective must be a motivational factor for the teacher to seek alternative methods to become teaching more interesting. The goal of this research was to encourage the production of didactic material applied to teaching chemistry using the methodology of corpus linguistics, which consisted in collecting and stocking up Chemistry contents from the 1stterm of high school, from the internet in a specific software used as computational tools where the research and the development of new methods were facilitated. As an example of this resource material produced and supported from the software is was done and applied a game about periodic table. The questionary applied at the end of the activity allowed for an evaluation about the importance in produce didactic resources by teacher, as well as, the importance and benefits from using games as teaching resource. Among the results it was observed the students understood appropriately the contents, prompted to work in groups, motivated to health competition for the purpose of win, in addition to create a diversity didactic materials by teachers, toward teaching chemistry.