Navegando por Autor "Gonzaga, Amarildo Menezes"

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O Blog como recurso pedagógico para o ensino da Língua Espanhola
(2016-02-26) Mesquita, Silvana Suelen Mendonça; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Khalil, Josefina Barrera; Gonzaga, Amarildo Menezes
O blog como recurso pedagógico para o ensino da Língua Espanhola
(Instituto Federal do Amazonas, 2016-02-25) Mesquita, Silvana Suelen Mendonça; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Kalhil, Josefina Diosdada Barrera; http://lattes.cnpq.br/3175179523669781
This research aimed to verify the blog as an educational resource and its effectiveness in teaching and learning process of Spanish language. With the advent of technologies in the 80s, the society faced challenges in appropriating these TIC among them the Internet and its tools in different contexts today become essential to people's daily lives, including in schools. In this context, the computer and the Internet when used in the classroom are a resource that facilitates the process of teaching and learning, the interaction of the subjects participating and the understanding of the contents taught. Therefore, this research is guided by authors that dialogue on TIC in education and the teaching-learning process of foreign languages, presenting a study focusing on the blog and the teaching of Spanish. For this, we made a bibliographical survey of the route of the TIC in particular the internet with emphasis on the media environment of the blog, its educational use and potential in the teaching-learning of the Spanish Language. Follow the guided sociointeracionismo methodology of Vygotsky a qualitative approach and descriptive character and action research. The results showed the use of the blog as an effective teaching tool, indicating paths and possibilities for teachers to have been a feature that facilitated the learning of reading and writing Spanish Language, thus contributing to education, in interaction environment and writing collaborative with their students, as well as the inclusion of TIC in the classroom, have had a significant importance in their practices, giving new meaning to their planning. Thus, a blog as a pedagogical tool and product of this research was created; allowing the teaching-learning process of the Spanish language becomes more attractive.
Cadernos de oficinas pedagógicas para a formação continuada de professores de EJA
(2018-12-18) Cavalcante Filho, João da Costa; Ponciano, Nilton Paulo; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonçalves, Carolina Brandão; http://lattes.cnpq.br/8487067754847351
Caminhada verde: guia didático de atividades interdisciplinares no Instituto SOKA Amazônia
(2020-12-10) Ribeiro, Cilene Maria Melado Alvim; Paes, Lucilene da Silva; Castelo Branco, Anny Karynne Almeida; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; http://repositorio.ifam.edu.br/jspui/handle/4321/564
The Amazon comprises the largest biome in the world, encompassing several South American countries. It is a world heritage site due to its high biodiversity and natural resources. The approximation of basic education students to essential knowledge about environmental preservation and conservation and the discussion about questions about Amazonian ecosystems has been one of the important potentials for learning the individual who lives in this region.
Cartas biográficas em processos formativos de professores: uma proposta metodológica
(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany do
This dissertation has the theme "Biographical Letters in teacher training processes: A methodological proposal". Divided into three chapters, it has the general objective of investigating episodes narrated by a professor licensed in Mathematics, in process of continuous formation, in a Professional Master's degree course. In addition to pursuing a research problem that was set in: Which episodes emerge from the course of authorship of a licentiate teacher in Mathematics, in processes of continued training, in a Professional Master's degree? The Methodological Procedure of the investigation is based on the counting of life stories, formative experiences and experiences through biographical letters and therefore is caucado in the qualitativity. However, it has been discovered throughout the process that these elements are of great value to educational research, which recognize subjectivity as a new perspective for the production of research papers. Moreover, the discovery of subjectivity allows for self-knowledge, revealing the pathways of authorship of each of us senders and / or recipients and makes it emerge more elements that makes this access possible, and letter writing was one of these elements, and it is from them which we relied on a bit on card experiences.
Colóquio como estratégia formativa
(2020-03-12) Gonçalves, Carmen Érica Lima de Campos; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; Terán, Augusto Fachin
Como me tornei professora de física
(2019-12-15) Almeida Filha, Agostinha Reis de; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744
This work brings in its textual composition my life story through an autobiographical narrative with the purpose of promoting a reflective analysis of the lived and learned from childhood to academic formation, so that this experience becomes a research tool. In the pursuit of growth as a future professional education. The paper first discusses my career in childhood, bringing the difficulties of economic nature, but mainly the challenges faced in the schooling process. The search for a better life made me leave home as a child looking for better conditions of study in order to improve my basic knowledge that allowed me to get to my background as a Physics teacher. I also bring in this work all my experience during the internships in schools as my first contact with the reality of the public schools and classrooms where I performed my activities. Finally I list the main challenges and possibilities that permeated my whole process of formation mainly during the internship practices and that by observation, based on my own school trajectory, the theorists presented here and the classroom experiences with internships will accompany me throughout from the teaching walk.
Conexões das práticas docentes: uma oficina pedagógica para contar de si e ressignificar-se como professor
(2022-07-04) Silva, Daniel Mota da; Gonzaga, Amarildo Menezes
Conhecer de si em cartas biográficas: proposta metodológica
(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany do
Contar-se de uma professora resiliente: um processo como pretexto para efetivação da (auto)formação a partir de uma metodologia alternativa
(2023-02-13) Alencar, Danielle Golvim da Silva; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023
Study that brings contributions so that teachers can reflect on the meaning given to Resilience in being a teacher, bringing the experiences built by the subjects throughout their life journey, hoping that through this they can remember past experiences in the process of reflection, leading to resignification, construction and understanding of resilience in the process of human and professional training. In principle, we discuss approaches to the term Resilience, considering similar and divergent aspects, as a possibility of making distinct manifestations regarding the topic evident. Sequencing, we seek to give meaning to Being a Teacher in the Training Process, taking as a reference the fact that Being a teacher since the earliest times has been a great challenge, there is a complexity in the profession. Furthermore, Resilience in being a teacher is discussed, taking as a starting point the principle that the aforementioned term has been used not only in psychology, it is also present in education. These reflections are expected to provide reflective contributions to teachers.
Contar-se na formação inicial: narrativas de licenciados de um Instituto Federal
(2021-03-30) Gonzaga, Amarildo Menezes; Gonçalves, Carmen Érica Lima de Campos; Freitas, Alisson Carlos Gomes de; Sousa, Lorena Pereira Cardoso de; Ferreira, André Gustavo Farias; Thury, Alana Matos; Sousa, Maria Izabel Barbosa de; Lima, Augusto José Savedra
Curso de atualização: empreendedorismo para professores
(Instituto Federal do Amazonas, 2017-12-21) Barros, Marcus Marcelo Silva; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany do; http://lattes.cnpq.br/1578488589056350
The Refresher Course: Entrepreneurship for Teachers is the result of the dissertation "ENTREPRENEURSHIP IN TEACHER TRAINING: a formative proposal", developed in the Professional Master's Degree in Technological Teaching of IFAM, and is intended, as an initial offer, to Teachers who work in Federal Institute of Education, Science and Technology of Acre - IFAC, Rio Branco Campus. The course will be in the classroom, with duration of twenty (20) hours and distributed in five (5) curricular components, focusing on the theme of entrepreneurship and teacher development. This course aims to present to teachers who work at IFAC, the applicability of entrepreneurship in the educational context, especially in teacher education. Thus, it is expected that undertaking in education, cease to be just a speculation or expectation and set with a real possibility and applicable in teaching practice.
Educação ambiental na Amazônia: uma experiência interdisciplinar
(2020-12-10) Ribeiro, Cilene Maria Melado Alvim; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560
This research provided, through an extension project, interdisciplinary activities involving Environmental Education and Physical Education in non-formal Amazonian spaces. 45 high school students from two schools in the city of Manaus participated, one state public and the other federal, with all participants in the project entitled "Environmental Education: awareness through physical activity practices" at IFAM - Campus Manaus Centro. The action research was divided into three stages: 1) a) selection of research participants and collection of information about the places where the research was carried out; b) diagnostic application to collect the students' initial knowledge through the questionnaire in a formal space; c) expository dialogue, planned based on the initial knowledge verified through the diagnostic questionnaire; d) visit in a non-formal Amazonian Soka Amazon space, and e) the environmental projects workshop to verify the students' final learning. 2) a) Analysis of the data collected: field diary, questionnaires, drawings, projects elaborated in the workshop; were explored by means of analysis criteria (categorical analysis) and by rubrics, in the sequence, we treat the results obtained that allowed the creation of tables, charts, graphs. 3) a) Elaboration of the educational product: a didactic guide accompanied by a video highlighting the reserve environments where teaching activities can be developed in the context of the Amazon, serving as a subsidy for students and teachers. The non-formal spaces used in the perspective of teaching expand the regional Amazonian knowledge offered by direct contact with these ecosystems and physical activities when carried out in natural environments, arouse benefits in the physiological, cognitive, learning and integral training of students.
Empreendedorismo na formação de professores: uma proposta formativa
(Instituto Federal do Amazonas, 2017-12-21) Barros, Marcus Marcelo Silva; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany do; http://lattes.cnpq.br/1578488589056350
The referent study entitled "Entrepreneurship in teacher training: a formative proposal" is the result of research conducted in the MPET of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), whose interest originated from the relation between entrepreneurship and education, has led to the search for understanding teachers' positions regarding the importance of entrepreneurship as a strategy for teacher training, in view of a professional who daily expends efforts to prepare citizens to meet and respond to the demands demanded by the world of work . For the development of the study, it was necessary, in the first moment, to adopt a theoretical perspective based on the formation of teachers, their approaches and unfolding. In a second moment, it was about entrepreneurship, its trajectory, entrepreneurial characteristics and its applicability in the educational context. As to the fundamentals and execution of the methodological course, the research was of mixed nature (quantitative / qualitative), through the exploratory research, using as an instrument, for the data collection, questionnaire and interview. The collected data were treated by Discursive Textual Analysis - ATD. As subjects of this study, teachers of the Federal Institute of Education, Science and Technology of Acre - IFAC, who work in the Rio Branco Campus, were surveyed. The results obtained through the ATD process indicated: how the researched teachers identify, relate and conceptualize the term entrepreneurship in front of their experiences and family trajectory; the importance and influence of teacher educators who have used innovative and contextualized forms of teaching in the classroom, contributing significantly to their training process; and the need to provide an entrepreneurial environment in the institution, so as to create and foster an entrepreneurial culture, configuring itself as an educational strategy. As a result of the results and contestations, a product was created entitled: entrepreneurship refresher course for teachers, as a contribution to the training process of teachers. Finally, it is expected that our research will promote and encourage debates, reflections and discussions about the applicability of entrepreneurship in the educational context, especially in teacher training.
O ensino por meio da literatura de cordel
(Instituto Federal do Amazonas, 2016-12-21) Santos, Alzanira de Souza; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany do; http://lattes.cnpq.br/1578488589056350
This work is the result of a research carried out in the Professional Masters in Technological Teaching – MPET, at the Federal Institute of Education, Science and Technology of Amazonas – IFAM/CMC. Its theme is teaching through Cordel Literature and presents the following problem: how is it possible to narrate the experiences of a teacher who uses Cordel Literature in teaching as a way of encouraging other teachers to use it for the same purpose? Due to the problem, the objective is to narrate the experiences of a teacher who uses Cordel Literature in teaching as a way of encouraging other teachers to use it for the same purpose. In order to reach this goal, we chose the autobiographical method and the qualitative research. In the first chapter, the experiences, the life trajectory of the researcher and the teaching work are narrated, in a course intersected with the Cordel Literature. In the second chapter, an episode is described, in which the researcher, as a student, in continuing education, uses the Cordel Literature as a contribution to teaching. In the third chapter, as an end product of this research, an online portfolio (www.caldogrosso.wordpress.com) is presented as a contribution to teaching through Cordel Literature. It is expected that research of this nature, which approaches the trajectory and experiences of teachers, the use of Cordel Literature in teaching and dissemination in the portfolio, be stimulated, become known and bring data important for the debate regarding the issues of educational research.
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.
Estratégias de difusão científica para o ensino de ciências: processo de criação Manaus selvagem
(2017-11-18) Hidalgo, Rodrigo Moraes; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173
Describes the creative and functional process of the site called Wild Manaus as a strategy of teaching and scientific diffusion. Innovative and pioneering in the northern region of Brazil. This 100% Manauara project, whose vision of value is the greatest reference in the dissemination of the wild fauna of the Amazon region. Initiated through a website, it is an educational project that emerged with the purpose of meeting an existing demand, raised by the author and founder himself, through research and observation. Little or no information on Amazonian species is present in textbooks, handouts, or materials that can be easily reached by the local population. The site today receives clicks from almost all continents even though it is only available in Portuguese, a hypothesis raised is the presence of the scientific names of the mentioned species, which can be easily found by google. The product presents great didactic potential. Updated and dynamic the Wild Manaus conquers various public and collaborates through education, with the preservation of native wild species. After years of work today beyond the site, the project relies on other means by which content is brought to the public such as social networks, YouTube channel, television show and events.
Um estudo em Ierecê Barbosa: as contribuições pedagógicas em “O Leilão”
(2020-03-12) Gonçalves, Carmen Érica Lima de Campos; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Terán, Augusto Fachin; http://lattes.cnpq.br/6646400621099687
This work starts from the perspective of considering alternatives in research-training for which it brings elements of analytical psychology as an epistemology to explore the (self) formation of teachers considering a literary novel whose authorship is from an Amazonian research teacher, focusing on to situate a reality close to the public to whom it is addressed, in addition to involving aspects of self-knowledge and life history that emerge in authoring processes and contribute to initial and continuing teacher training. In this way, the research was developed from the purposes: a) To Storytell the researcher teacher Ierecê Barbosa, considering both aspects of her personal and professional life; b) To Present the results of the analytical study done in the investigated literary work and c) To Talk about the socialization of the results in the analytical study done, taking as a guiding reference a Colloquium as a professional training strategy for teachers; in order to master goal of Analyzing the Pedagogical in “O Leilão” - a literary work by a researcher teacher - using the respective knowledge analyzed in a Colloquium, as a professional training strategy for teachers, conduced to answer the initial problem of How the Pedagogical is perceived in “O Leilão”, a literary work by a researcher teacher and how can this analyzed knowledge could be used in a Colloquium as a professional training strategy for teachers? On this procedure, Structural (or Objective) Hermeneutic Analysis was used on the generation of significant units by sub-phenomena (Archetypes, Transcendent Function) that revealed the key phenomenon (Individuation Process) and for this way established convergent conceptual relationships for the continued (self)training education involved to the individual ontology and its implication for the collective through Education by Example. The content was applied in two academic events aimed at teachers in training, as an academic education gadget, using the Colloquium structure, which analysis was conducted by the same way of the novel analysis by the participants written records, triangulated by the ethological study (no verbal language and behavior) of the participants, in order to check the content emerged through it and the receptivity on the theme by them; whose potential allowed the Educational Product arising from this research to be constituted, as it indicated the intended formative effectiveness and; was materialized in a planner scheduler/a guiding planner book called “Colloquium as a Training Strategy” which function is supporting others instructors who intend to invest on the same training strategy. The process revealed consistency for teacher training processes due to the approach with the storytelling and the psychobiography, as well as potentials of ethological study for conducting activities with students, both aiming at Jungian Education by Example; in which the literary work used as an excuse for this research served satisfactorily for this work and for the public that participated, indicating potential in the paradidactic use in the High Education, Lato and Stricto Sensu graduate, within an epistemic-methodological structure in line with the intended intention.
Experiências investigativas da prática docente: as oficinas pedagógicas como contribuição para autoformação de professores em contexto de ensino tecnológico
(2022-07-04) Silva, Daniel Mota da; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257
This research is configured in a perspective of teacher self-training in conjunction with pedagogical practice, as a contribution to the re-dimensioning of teachers in the technological context. In this sense, I emphasize as the object of this research teacher self-training and its presuppositions in pedagogical practice, considering the teacher's autonomy, the possibilities of overcoming and breaking paradigms regarding teacher training, as well as self understanding, in order to consider its ipseity and the context of technological education. In the theoretical reflections undertaken in this study, we make use of the contributions of authors who emphasize the importance of a critical-reflexive formation relevant to the development of the teaching subject, in his/her condition of protagonist of his/her professional path. Ratifying the training of teachers concomitantly with the methodology based on autobiographical letters in order to subjectively analyze the observed phenomena, in order to provide a self-reflection on their itinerary. The process experienced throughout this research allowed the organization and implementation of an educational product entitled: "Connections of teaching practices: a pedagogical workshop to tell yourself and resignify yourself as a teacher", as a pretext for recognizing the importance of self-training to qualify as a teacher. That in the problematization of the investigated object we dialogued with professors, who exposed relevant information about their professional experiences with a focus on the object of study. In the process of data analysis, we were guided by the technique of content analysis of triangulation, which was carried out seeking not to reduce the meanings of the constructed reports. In this perspective, the research results recognize that self-training is part of the teaching professional itinerary, which values creativity and reflective action regarding the (re)vision and reorientation of pedagogical activities. In which it effectively allows the teacher to discuss and (re)think autonomously, the decisions to be taken in the face of the intemper and the demands that arise in their professional path, allowing them to have a critical and conscious apprehension of the pedagogical practice carried out in the process of teaching.
Formação de professores pela/para pesquisa: proposta pedagógica para o seminário interdisciplinar das licenciaturas do IFAM
(Instituto Federal do Amazonas, 2017-04-04) Ferreira, Danielle Cristina Oliveira; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Maia, Dayse Peixoto; http://lattes.cnpq.br/2263562348561670
It is an investigation in the educational field, centered in the undergraduate courses in Biological Sciences, Chemistry, Physics and Mathematics of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus - Center, with the objective of developing actions to insert Systematically professors of the initial training of the IFAM undergraduate courses in research processes, starting from SEMINTER. For that, it was necessary to elaborate a theoretical reference that presented the foundations to treat the research in the initial formation of teachers; Identify how the research is handled in the pedagogical projects of the IFAM teacher training courses; To elaborate a pedagogical proposal that would characterize the SEMINTER as space to carry out research processes in the initial formation of professors of the IFAM; To evaluate whether the proposal elaborated constitutes a training space for teachers for research. In order to carry out such actions, a methodological course was developed, centered on collaborative research, in which four licensees and sixteen professors working in the bachelor's degrees participated. The following techniques were used: documentary analysis, interview and meeting, and as instruments of data collection: questionnaire, audio recording and meeting minutes. This course allowed the construction of data that were interpreted and made possible the preparation of the SEMINTER proposal, which was submitted to the evaluation of twenty referees, twelve teachers (six internal and six external to the institution) and eight participants (Four undergraduate students and four graduates). The results of the opinions, once analyzed, allowed to construct the final proposal of the SEMINTER, and evidenced that the proposal presents conditions to systematically insert teachers of the initial training of the undergraduate courses of the IFAM in research processes and, in addition, contribute to effective and accompaniment these processes.