Navegando por Autor "Lacerda Junior, José Cavalcante"

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Análise de Objetivos de Desenvolvimento Sustentável (ODS) e práticas de Environmental, Social and Governance (ESG) no IFAM: uma discussão crítica e propositiva
(2024-04-25) Correa, Michelle Guimarães Souza; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Lacerda Junior, José Cavalcante; Melo, Marília Carvalho de
This study explores the relationship between sustainability, Sustainable Development Goals (SDGs), Environmental, Social, and Governance (ESG) standards, and Professional and Technological Education at the Federal Institute of Amazonas (IFAM). Through a detailed analysis of IFAM's Institutional Development Plan (PDI), we investigate the interconnection between Integral Human Formation, Polytechnics, Omnilaterality, Sustainability, SDGs, and ESG in educational practice. Combining a documentary evaluation of the current educational scenario at IFAM with an analysis of the PDI's goals, we identified a significant institutional effort to integrate SDGs and ESG practices, particularly in the social and governance dimensions, although the absence of specific environmental goals was noted, which is crucial given the Amazonian context. The research suggests the inclusion of measurable environmental objectives such as sustainable projects, environmental education and research, partnerships, campus environmental management, and community engagement. The results provide insights to strengthen the connection between sustainability, SDGs, ESG, and education, positioning IFAM as a regional leader in sustainable practices by aligning education, research, and operations with SDGs and ESG criteria, thus contributing to addressing contemporary environmental and social challenges.
A construção de novas experiências docentes: o ensino híbrido como prática pedagógica na (e pós) pandemia
(2023-04-27) Rodrigues, Simone Santos; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Lacerda Junior, José Cavalcante; Ferreira, Daniel Coelho
In 2020, the whole world was surprised by the covid-19 virus, which claimed millions of lives and sentenced so many others to social isolation. The determination of isolation given by the World Health Organization (WHO), provoked the deconstruction of the way of carrying out face-to-face work activities, demanding an adaptation to the need to avoid interaction between people and, in this way,way, prevent the spread of the virus. This measure reached all educational units in the country, requiring new mechanisms for conducting classes, which had a strong impact on the activities of teachers during the pandemic.. Thus, seeking to deepen the subject, we carried out a bibliographical research, with a mixed approach, that is, qualitative and quantitative (quali-quanti), and for data collection we applied questionnaires, using thegoogle forms, targeting professionals who work in high school vocational and technological education (EPTNM), with the objective of verifying the knowledge of teachers regarding the use of hybrid teaching as a pedagogical practice, within the scope of the Campus Manaus Industrial District/ IFAM, as well as highlighting which challenges were faced in order to carry out hybrid teaching as a teaching practice in the pandemic, and how Digital Information and Communication Technologies (TDICs) contributed, or not, to this pedagogical process. The results point to challenges and paths to be followed for the proper use of blended learning as a pedagogical tool, indicating which factors were decisive in the use of this teaching methodology, in some cases forcibly applied by covid-19 and which presents itself as a viable option even in the post-pandemic.
As desigualdades sociais na educação e seus impactos sobre o processo de evasão e retenção dos alunos do ensino médio integrado em um Instituto Federal no período de pandemia
(2023-09-25) Farias, Érica Oliveira de Castro; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Santos, Carolina Cássia Batista; http://lattes.cnpq.br/0183458578484951
The present study “Social inequalities at education and their impacts on the process of dropout and retention of high school students integrated into a Federal Institute during the pandemic period”. Its general objective is to understand how social inequalities are linked to the increase in dropout and retention of integrated high school students amid the new coronavirus pandemic scenario. The specific objectives are: a) Identify how the social context in which the student lives (situations of hunger, violence, unemployment) affect their academic life; b) Map out the main reasons that lead integrated high school students to drop out or get stuck; c)Evaluate whether the Student Assistance Policy contributed to preventing and/or alleviating dropout and retention situations during the pandemic period; d)Develop an educational product that provides preventive work to reduce dropout and retention levels in integrated secondary education during the pandemic period. As a research sample, we will have four (04) (former) students and two (02) students retained in the series of Secondary Level Technical Courses in Integrated Forms, in addition to two (02) pedagogues and two (02) social workers who do the pedagogical and social monitoring at IFAM/Campus Manaus-Centro, totaling 10 (ten) subjects. The research has a qualitative approach, structured in a case study, and is applied in nature. Field diaries based on observations, questionnaires and interviews will be used as data collection instruments. The collected data will be analyzed using Discursive Textual Analysis (ATD) according to Moraes and Galiazzi (2011), following the three (03) steps that make up the analysis cycle: 1) disassembling the texts, also called unitarization; 2) establishing relationships, called categorization and 3) capturing the emerging new that materializes in metatexts. The results obtained from the research indicate that social inequalities have a direct impact on school dropout and retention on the Manaus-Center campus and that it adds to other factors that concern the Institution itself in its way of organizing itself and dealing with demands. from the students. Given this result, an Educational Product entitled AJURI was developed: practical guide for reducing dropout and school retention at IFAM Campus Manaus - Center to be used by the academic community, especially teachers, on how social inequalities manifest themselves in the school environment, leading to evasion and retention in times of pandemic.
Educação para o trânsito na educação profissional técnica de nível médio: contribuições para a formação cidadã
(2024-10-18) Fragoso, Daniel de Sousa; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cruz, Rodrigo Andrade da; http://lattes.cnpq.br/1217168298015818
This study addresses the importance of integrating Traffic Education (TE) into Secondary Technical Professional Education (EPTNM) as a means of promoting citizenship development. The research is motivated by the need to address the high rates of traffic accidents in Brazil, especially among young people. In addition, the study is based on the premise that an educational approach that combines technical knowledge with awareness of traffic safety can significantly contribute to the development of more responsible and conscious citizens. Therefore, the objective of this study was to analyze the contributions of a teaching proposal, in the form of a free traffic education course, to the citizenship development of these students. The work was structured and developed in three chapters. Methodologically, the research was based on a qualitative approach based on action research, using document analysis, questionnaires, participant observation and field diary records as data collection instruments. The first chapter presents a theoretical framework on Traffic Education and its importance for citizenship development. The second chapter analyzes how this topic is addressed in the guiding documents for Brazilian basic education. The third chapter describes the development of a teaching proposal in the form of a free course and the creation of an educational product. The course was held at the Manaus Centro Campus of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), with EPTNM students, and was developed with the collaboration of educators from this institution. The evaluation of educators and students indicates positive results, increasing awareness about traffic safety and emphasizing the importance of traffic education in the formation of responsible citizens. Furthermore, the results obtained point to a significant gap in pedagogical practices for the effective integration of Traffic Education in the curricula of technical secondary education, highlighting the need for a pedagogical proposal that addresses the topic in a transversal and interdisciplinary manner. The educational product developed systematized the free course entitled Seeking to live in harmony: a proposal for traffic education at EPTNM, with guidelines for teachers and trainers to coordinate teaching activities with Traffic Education. This material covers everything from raising awareness about traffic risks to appropriate conduct and current legislation, highlighting the importance of an education that transcends technical knowledge and contributes to the formation of conscious and responsible citizens. By proposing a differentiated approach for the integration of traffic education into the high school curriculum, the research points to paths for future research and pedagogical practices that promote safety and respectful coexistence in traffic, contributing to the formation of citizens.
A evasão escolar no ensino médio integrado no contexto da escola de ensino técnico do estado do Pará
(2023-10-30) Silva, Romilson Alves da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cruz, Rodrigo Andrade da; http://lattes.cnpq.br/1217168298015818
The study presented here sought to identify what factors have led students from the Integrated Technical High School at a school in Itaituba-PA to drop out of school, based on reports from students, teachers, and the management team. School dropout is a phenomenon that has historically been present in the daily life of schools, resulting from various causes such as hunger, lack of affinity with the pedagogical proposal of the school and the course, lack of family structure, social inequality, among other factors that cause this problem in educational institutions in the country. The study shed light on issues related to school dropout and its causes, which have already been addressed in works such as Dore and Lüscher (2011); Bordini (2011); Karasinski (2019); Pereira (2003); Pereira (2019), among others cited in the theoretical basis. Faced with this mishap that afflicts education professionals, we set out with the following research problem: What factors have led to students dropping out of Integrated Technical High School at a school in Itaituba-PA, from the standpoint of the students who dropped out, teachers and the school's management team? As for the specific objectives, we established the following: 1) To identify in the literature possible reasons for dropout in technical high school courses in the Amazon context; 2) To verify possible actions to tackle dropout developed within the scope of the Integrated Technical High School in a public school in Itaituba-PA; 3) To develop pedagogical material that can contribute to minimizing dropout in Integrated High School, taking as reference the reports of dropout students, teachers, and the management team. The methodological approach is based on qualitative case study research. Data was collected through semi-structured interviews, document analysis, and direct observation. For data analysis, we followed the Spiral proposed by Creswell (2014). The research was carried out with students who had dropped out of the secondary technical course in Agriculture at the aforementioned school, teachers, and the management team. It was found that social vulnerability is the main motivating factor for dropping out, considering the need for work to help support the family. There is also no consensus on the concept of dropout, either among the students or the management team. Actions to deal with dropout are local and left to the discretion of each school and, although they exist, they are little applied. Based on the reports of the research participants, a study guide was produced as an educational product to guide education professionals in tackling school dropout, providing support for school managers, educators, and teachers in actions to accompany students in preventing school dropout. We hope that the results presented here will help to ensure that the right to education, guaranteed by the Constitution, is realized for all and that they will inspire other studies to help understand school dropout
Implicações da relação entre docentes e intérpretes de libras na educação profissional técnica de nível médio (EPTNM)
(2024-04-15) Feitoza, Adriano Brito; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Scantbelruy, Iranvith Cavalcante; http://lattes.cnpq.br/9736698953197079
The teacher and the Libra interpreter translator must be aware of their roles in the inclusion of deaf students by using educational practices. In this way, the relationship between teacher and Libra interpreter translator will bring positive implications that benefit deaf students in the classroom. And as a consequence, it allows deaf students to cross their learning trajectory that occurs in Secondary Technological Professional Education (EPTNM) towards Polytechnic education, one of the conceptual bases of EPTNM. The general objective is to summarize which educational practices can be implemented in the relationship between teacher and Libras interpreter in the classroom. The data collection instruments correspond to interviews and questionnaires aimed at the research objects, then ATD (Discursive Textual Analysis) was used as an methodology to collect the data. The results translate into educational practices that correspond to expertise developed by Libras teachers and interpreters that favor the work of these professionals to include deaf students in the classroom. As feedback from this research as linked to the objectives of PROFEPT (Postgraduate Program in Professional and Technological Education), an Educational Product (EP) was prepared with recommendations for educational practices for teachers and translators who interpret Libras.
Interface entre a educação e saúde: caderno orientativo de primeiros socorros
(2023-04-28) Parente, Ednei Pereira; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lima, Nara Maciel Falcão; http://lattes.cnpq.br/2753815092614412
Federal educational institutions, within the scope of professional and technological education, being a full-time environment, the student occupies most of his/her time in the institution, which may, at a certain moment, enable the occurrence of accidents in the academic environment, thus requiring immediate first aid care by a teacher or any employee of the institution. The study presented herein has a its theme: Interface between education and health and how knowledge about first aid can contribute to on-site assistance. The objective of the research is to evaluate the importance of developing actions in the area of first aid that contribute to pedagogical teaching. To meet the general objective, the specific objectives were: to present, through theoretical referential, the legal framework of EPT and the current legislations in the health area in relation to first aid; to show, through theoretical contributions, the importance and applicability of PS techniques as pedagogical practice; to identify, through in loco research, the previous knowledge of teachers in relation to the theme; to propose, as an educational product, a first aid orientation booklet, in order to multiply knowledge and practical actions to be taken when facing situations that require basic knowledge of first aid techniques. The research is justified since all the knowledge acquired in teacher training enables an improvement in the teaching learning process, thus contributing to the teacher's pedagogical practice. The research guiding questions were: does continuing education contribute to the improvement of the pedagogical practice of the process? Does knowledge of current legislation regarding first aid in educational institutions enable actions/measures to be applied to clinical emergencies and traumatic emergencies in the academic community? The theoretical contribution was based on authors who deal with EFA, the importance of the interface between education and health, as well as the current legislation. The methodological approach was based on action research with a qualitative approach. As for the means, the research was field research, the data collection instruments were given through the application of three instruments: the application of semi-structured questionnaires; pre-intervention survey. Next, a first aid workshop would have taken place, followed by the second post-intervention questionnaire with the professionals assigned to the Coari Campus in person, via Google Forms, (in case they continued the social distancing because of Covid-19), preceded by a literature review and document analysis. Content analysis was used, under the constructive-interpretative perspective presented by González Rey (2002). The findings were organized in the thematic perspective related to the "inferences and interpretations of the results obtained in the analysis of the information" (BARDIN, 2016). The results of the research guided the preparation of the first aid orientation booklet of the educational product. It is concluded that there are cases of accidents and risks, ignorance of first aid techniques of professional and technological education professionals to provide the first care to the victim, and current legislation.
Memórias do Campus Tabatinga/IFAM: uma década de presença na região do Alto Solimões
(2023-06-27) Villar, Denise Targino; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321
This research had as object of study the Tabatinga/IFAM Campus, whose objective was to describe the history of the Tabatinga/IFAM Campus through documentary and bibliographic sources and the memories of teachers of Integrated High School, between the founding period of the Tabatinga Campus in the Triple Amazonian Border region (Brazil-Colombia and Peru) in 2010 and when it completed a decade of existence in the region in 2020, a very specific period of history, which was the year of the Sars-CoV Pandemic -2 that changed so many areas and education was one of them with the implementation of emergency remote education and its technologies. In this way, we sought to understand the concept of integral human formation that is a central element for technical and technological education. To guide the discussion of this conceptual basis, we resorted to Freire (1996), Gadotti (2011), Ciavatta (2010) and Pacheco (2010). In the discussion involving memory and oral history Thompson (2006) and Demartini (2006). To analyze the questionnaire and interview that were applied with the teachers of integrated high school, we resorted to the methodology of Bardin (2006) for content analysis. We hope that the research has demonstrated the importance that the Tabatinga/IFAM Campus assumes in the region in the educational field on the basis of integral human formation. As an educational product of this research, a photographic exhibition was created with ten photographs on fabric. The photographs symbolically represent each year of existence of the institution, besides other elements that add to the exhibition such as a replica of a typical transport of the region, known as Baleeira and a fabric canvas with the image of the Solimões River plus an excerpt of a poem by the writer and indigenous poet Márcia Kambeba. The photographic exhibition had the characteristic of contributing to the institution's publicity among the school community and the general public.
Narrativas sobre a educação profissional e tecnológica (EPT) no município de São Gabriel da Cachoeira-AM
(2023-04-19) Barreto, Roselinda Lima; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321
Professional and Technological Education (EPT) is a relevant educational modality, foreshadowed in the Law of Guidelines and Bases of National Education (LDB) to promote training in the exercise of professions, help citizens to conquer their place in society, be it white or indigenous, as well as contributing to their insertion in the world of work. Thus, this research aims to investigate the trajectory of Professional and Technological Education in the municipality of São Gabriel da Cachoeira, based on the reports of subjects who experienced this process. The investigation was based on a qualitative research with a narrative approach. We used the narratives as a methodological strategy in understanding the phenomenon based on the experience lived by people in their daily lives. For this purpose, the narrative interview and the documentary survey are part of the data construction techniques, which were analyzed based on the Thematic Analysis. The weaving of this trajectory is told in an e-book, being aligned with this dissertation to cover the historicity of Professional and Technological Education (EPT) in the municipality of São Gabriel da Cachoeira/AM. As a result, we observed that the benefits resulting from the investigation brought return not only to the educational body, in the recognition of history, but also to civil society that benefits from this modality of education, which represents a potent contribution to improving the lives of our participants in the research, both for employees and their children, reverberating change in their thinking and acting, because today they are educators who believe that only through education can we generate the necessary transformation to improve society in São Gabriel da Cachoeira. We leave our research object open so that other paths can be explored, as we bear in mind that no investigation is finished and finished. Finally, by emphasizing the importance of studying this path of the EPT, intertwining history with what was experienced, we want to value and recognize the narratives as integral elements of the social and cultural aspects in the construction of the EPT in São Gabriel da Cachoeira, thus being able to transmit them. them to the generations to come.
Práticas de gamificação para uma cultura da sustentabilidade na educação profissional técnica de nível médio
(2024-04-30) Paiva, Suzana de Souza Damasceno; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321
The gamification strategy has proven to be a promising practice in several sectors of society, the act of playing ends up being established in our perception of achievement. In this context, the research intention was to develop a study on gamification practices for the development of a culture of sustainability. In this way, the present work seeks to bring gamification as a strategy that promotes an educational practice that articulates the student's educational experience with their context, or educational practices that involve the interaction of the training process with socio-environmental urgency, thus being able to provide opportunities for meaningful experiences and contexts. of learning at EPTNM. This study is based on the line of research “Educational Practices in Professional and Technological Education”, whose bases are present in the macro-project “Methodological proposals and teaching resources in formal and non formal teaching spaces”. The objective is to evaluate the potential of gamification as an educational practice in building a culture of Sustainability at EPTNM. As specific objectives, the following are indicated: a) identify the perception of EPTNM participants regarding the gamification strategy; b) verify which gamification elements enhance sustainability practices; c) learn about possibilities for a culture of sustainability based on gamification at EPTNM; and d) produce a pedagogical game based on a culture of sustainability as an educational product. To this end, the Federal Institute of Amazonas – Campus Manaus Distrito Industrial (CMDI) was defined as the locus of study. Twenty (20) EPTNM students participated in this study. The methodological approach adopted was qualitative in nature, its materialization took place through field research with a multi-method approach. The techniques chosen were conversation circles, questionnaires, participant observation and workshops. These instruments helped in collecting data for the construction of this research with the aim of presenting proposals for the development of the work. After exploring the data, it was organized and analyzed through content analysis. As a result, a perception of gamification linked to the idea of games was observed, the elements of gamification that can enhance sustainability from the EPTNM context: contextualization, engagement and cooperation, as well as the indication of a culture of sustainability in the context of EPTNM. In the final stage, the construction of the Educational Product was allowed, entitled sustainable trail: a departure we want!
Wãküsé: trajetórias da educação profissional e tecnológica em São Gabriel da Cachoeira-AM
(2023-04-19) Barreto, Roselinda Lima; Lacerda Junior, José Cavalcante
The book Wãküsé: Trajectories of Professional and Technological Education (PTE) in São Gabriel da Cachoeira - AM is the result of an investigative process developed within the scope of the Professional and Technological Education Graduate Program - ProfEPT. Its materialization in E-book format constitutes a narrative and reflective synthesis that aims to embody the moments of construction and establishment of PTE in this region. Like a memorial, it indicates a path, not only with the intention of telling a story, but also of facilitating the understanding of the events that occurred based on its record. This condition also encourages those who were part of this process to express their experiences as a political element in this educational trajectory, which is so necessary for our regional singularity, spreading it to future generations and not allowing it to be consumed and forgotten by time. Its result expresses the perception of the subjects involved in the process, highlighting their moments of constitution. In this way, we dedicate this text to the entire educational community involved in PTE, such as teachers, researchers, and students, in order to problematize professional training and indicate other meanings to be used in the educational practices of our institutions.