Navegando por Autor "Lacerda Júnior, José Cavalcante"

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Chaves sociológicas para a integração curricular: um guia prático para transformar a sala de aula
(2025-09-30) Costa, Amanda Silva Braga da; Lacerda Júnior, José Cavalcante
O produto educacional “Chaves Sociológicas para a Integração Curricular” é resultado da dissertação “A Sociologia como Caminho para a Articulação do Currículo Integrado na EPTNM”, desenvolvida no âmbito do Mestrado Profissional em Educação Profissional e Tecnológica (ProfEPT) do IFAM – Campus Manaus Centro. O guia tem como objetivo compreender de que forma a disciplina de Sociologia pode contribuir para a articulação do currículo integrado na EPTNM, a partir de fundamentos históricos, teóricos e práticos. Organizado em quatro partes, o material aborda a dualidade histórica da educação brasileira, os conceitos centrais da educação profissional, o papel formativo da Sociologia no Ensino Médio e as possibilidades concretas de integração curricular. Espera-se que o guia funcione como instrumento de apoio às práticas docentes, fortalecendo a integração curricular e promovendo uma formação crítica, cidadã e omnilateral dos estudantes.
A formação humana integral: compreendendo a práxis do ensino e aprendizagem da biologia na Educação Profissional e Tecnológica de Nível Médio (EPTNM)
(2023-03-16) Aguiar, Aline Simões; Stefanuto, Vanderlei Antônio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Lacerda Júnior, José Cavalcante; Oliveira, Victor José Machado de
The research emerged from the need to understand how praxis in the teaching of Biology can promote Integral Human Formation, in the perspective of a liberating education, capable of creating mechanisms in the classroom that allow the student to critically reflect on the social problems of the reality to be which is inserted. The research adhered to Line 01 of the Professional Master's Degree in Professional and Technological Education - Educational Practices in EPT, Macroproject 1 - Methodological proposals and didactic resources in formal and non-formal spaces of teaching in EPT. The methodological approach of the research followed the qualitative perspective of descriptive nature, based on participant research. The research locus was at the Federal Institute of Education, Science and Technology of Amazonas – IFAM/Campus Eirunepé. The research sample universe consisted of 10 (ten) students of the Technical Course of Medium Level in Agriculture in the Integrated form. It was applied as an instrument for data collection: two semi-structured questionnaires (pre-intervention and post intervention), and the elaboration of a workshop. After that, the interpretative analysis was carried out (SEVERINO, 2013), in the questions of a closed nature, and, for the open questions, the Content Analysis, by Bardin (2016). The study was based on the theories of Marx (2003), Marx and Engels (2002; 2007), Freire (2020), Ramos (2008; 2014), Silva (2020), among others. In general, the results indicated that it is not enough for the teacher to explain the content proposed in the Biology course syllabus, it is necessary to make an interlocution with questions that permeate the student's daily life, in the case of this research, the proposed themes were basic sanitation and the incidence of worms, in the perspective of a liberating education, promoting praxis. During the research, mainly in the data collection phase, several dialogues were established with the participants, which allowed an outline of the construction of the Educational Product (EP), entitled: The board game and the praxis for teaching Biology.
Gamificação na EPT: uma prática pedagógica em tempo de era digital
(2023-04-28) Silvia, Andréia Gonçalves da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Melo Neto, José Augusto de; http://lattes.cnpq.br/3836833775882414
Based on EPT documents, this research is located in Line 1: Educational Practices in EPT, and in macroproject 1: Methodological proposals and didactic resources in formal and non-formal teaching spaces in EPT and aimed to investigate the gamification within the teaching practice from the Professional and Technological Education - EPT in time of the Digital Era, highlighting the digital inequality presented with greater evidence by the Emergency Remote Teaching (ERE) in the period of the pandemic caused by the SARS-CoV-2 (Covid-19). Such context, experienced in this period with more intensity, instigated us to think about the teaching and learning process and the usual and contemporary ways of teaching. Given this scenario, we explore teaching practice in the face of this changing reality that digital acceleration has brought to the educational community and is still little explored in EPT, as presented by the study. For the development of this research, we had the participation of 9 teachers from the EPT who work with young people aged 14 to 24 who are part of the learning program of the National Service of Commercial Learning - Manaus Unit - SENAC. For this study, we used research of an applied nature, with a qualitative approach. For data collection we used bibliographical and documentary research and forms. The forms were applied to identify: the digital information and communication technologies - TDICs in the educational context of the teachers, the digital and technological resources used by them more frequently, the digital and analogical didactic strategies used by the teachers, the game elements that the teachers use in their pedagogical practice and if they use them, the challenges and difficulties of teaching practice in the digital age and their role in the integral human formation of the student and in their formation for work, having work as an educational principle. From the results obtained with the research, an e-book was elaborated that works as a guide for gamified educational practices that allows the teacher to understand the functioning of gamification beyond digital media, because, according to the results of the research teachers do not use this practice correctly, use it incorrectly or still do not use this methodology in their teaching practice.
Guia didático: a aprendizagem baseada em projetos e o mundo do trabalho
(2025-03-26) Xavier, Adriane Campos Dinelly; Lacerda Júnior, José Cavalcante
The educational product entitled “Didactic Guide: The Project Based Learning and World of Work”, is the result of the scientific research "Project-Based Learning as an Instrument for Preparation for the World of Work in EPTNM," developed within the Professional Master's Program in Professional and Technological Education in a National Network (ProfEPT) at the Federal Institute of Amazonas (IFAM), Manaus Centro Campus. This guide is grounded in the need for an educational approach that goes beyond the mere transmission of technical skills, aiming to promote a broader, more critical, and contextualized understanding of the world of work. The guide is structured into four sections: 1.What is Project-Based Learning? – Introduces the concepts, phases, and advantages of Project-Based Learning (PBL). 2.EPTNM and the World of Work – Contextualizes Technical and Vocational Education at the Secondary Level (EPTNM) in Brazil, exploring its historical trajectory, the key concepts defining the world of work, and how work is understood within the EPTNM framework. 3.PBL Implementation Guide – Provides a step-by-step guide for implementing PBL in the context of EPTNM. 4.PBL Experiences – Showcases examples of final projects developed by EPTNM students during the application of the PBL methodology. We hope that this guide serves as a valuable tool to support educational practices in EPTNM, assisting educators in implementing the PBL methodology and preparing students for the world of work. This process seeks not only to enrich the learning experience but also to contribute to the development of professionals capable of understanding and actively engaging in the contemporary world of work.
A importância da educação socioemocional para os discentes no ensino médio integrado do IFPA Campus Itaituba
(2022-07-14) Campos, Cácia Samira de Sousa; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Siqueira, Thomaz Décio Abdalla; http://lattes.cnpq.br/6975046249673640
The study addresses the development of socio-emotional education, based on educational processes that meet the socio-emotional needs of students. It aims to understand the importance of socio-emotional education for students in the Integrated High School of the Federal Institute of Education, Science and Technology of the State of Pará (IFPA), Itaituba Campus. The research site was the IFPA Itaituba Campus and the subjects of study were 13 students from technical high school courses. Through a qualitative approach, this study uses the questionnaire, focus group, observation and field diaries as data collection, in order to better understand the phenomenon researched. For data analysis, Discursive Textual Analysis (DTA) was used, which resulted in the metatext entitled “Paths to the practical meanings of school: the phenomenon of socio-emotional education”. The study indicates the phenomenon of socio-emotional education as a need to prepare for life, in view of the practical meanings of the school, which permeate knowledge ranging from the world of work to the appreciation of emotions and much more. The meanings identified lead to the perception of the need for a edagogical approach that contemplates the students in a holistic way, considering their anxieties, difficulties, profiles and real needs. It also highlights the context of Covid-19 pandemic, marked by social and emotional damage, which highlighted the gap in schools related to the lack of assistance and strengthening of mental health. Based on this information, an Educational Product was created in video format, entitled "Socio-emotional education from students’ perspectives", aimed to subsidize the school community on how to work with socio-emotional education in a meaningful way, considering different student contexts. Its purpose is to address the educational action as a broad process, as the academic performance and action in different real-life settings must be understood from a comprehensive perspective, considering, not only instrumental intelligence but also the ability to manage emotions, affections and social relations, in view of the commitment to Integral Human Training.
Uma proposta didática para o ensino de geometria no ensino médio integrado em agropecuária com uso do Geogebra
(2024-09-30) Barbosa, Ivaldo Rodrigues; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Moraes, Nadime Mustafa; http://lattes.cnpq.br/4822173026595958
This dissertation addresses the need to improve the teaching of Geometry in the Mid Level Technical Course in Agriculture in an integrated format, exploring the integration of digital technologies, with an emphasis on the use of GeoGebra software as a tool in the teaching-learning process. The teaching of mathematics in integrated technical courses crosses different moments of the curricular proposal and, therefore, requires teaching processes that enable the contextualization and articulation between general training knowledge and technical-scientific training. The contextualization of the problem is based on the observation of recurring difficulties in teaching Geometry within a professional technical context, such as the Agriculture course. These difficulties are amplified by the lack of interactive methodologies that dialogue with the specific demands of this area, being essential to promote pedagogical approaches that articulate mathematical content with agricultural practice. The general objective is to analyze the contributions of the elements and functions of the Geogebra application in the teaching of Plane and Spatial Geometry in the integrated technical course in agriculture, with a view to developing the educational product related to the master's research. The research was carried out at the Manaus Zona Leste Campus (CMZL) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Five teachers who work in the integrated technical course in agriculture participated in the research, as well as the collaboration of the first-year students of the Agriculture course. The methodological path used was the qualitative approach and field research in which the data were obtained through the application of a questionnaire and interview for data collection. The results obtained demonstrated that the teachers are unaware of the potential of the Geogebra software in teaching geometry as well as being an articulating tool in the curricular proposal of the course with a view to polytechnic training. The Educational Product developed aims to contribute to teaching practice during theoretical and practical classes in the Intermediate Level Technical Course in Agriculture in an Integrated Form, containing guidelines for using the GeoGebra software.
Trilha sustentável: uma partida que queremos!
(2024-04-30) Paiva, Suzana de Souza Damasceno; Lacerda Júnior, José Cavalcante