Navegando por Autor "Marques, Jean Dalmo de Oliveira"

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Uma abordagem sobre energia solar por meio da aprendizagem baseada em projetos
(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de Castro
The present work proposes the use of Project-Based Learning (PBL) as a strategy for teaching and learning concepts related to the use and application of solar energy, mainly covering photovoltaic solar energy for the generation of electricity, also addressing environmental issues of great importance for this issue. Thus, it was intended to collaborate for the training of the student of the electrician course in the modality of professional qualification with regard to the importance and applicability of this energy source, also contributing to achieve significant learning, theory to which this work is based. The research was based on the idea of action research in which participants are mobilized for the construction of knowledge in a process of reflection of the action, causing those involved to play an active role in solving problems, which were approached through an everyday question, from a perspective of the PBL. As an instrument for evaluation and data collection, a heading was used, in which it was possible to monitor the participants throughout the project developed, describing a possible learning result, a questionnaire was also applied to analyze the students' experience with regard to participation and involvement with PBL. At the end of the application, it was found that PBL is a strategy of relevant use in the classroom, since it contributed to learning becoming more dynamic and more autonomous studies. Regarding learning, it was possible to verify that the students were able to have a greater interactivity with the theme studied, demonstrating an understanding of various concepts, such as system types, equipment, operation, characteristics etc.
Amigos do solo
(Instituto Federal do Amazonas, 2017-03-20) Oliveira, Alexandre Nicolette Sodré; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray de; http://lattes.cnpq.br/3416993677349221
Soil is a natural component of great importance to the environment. Knowing it is fundamental to ensure its sustainability. However, it often has a role of little relevance in school practice and textbooks do not always succeed in awakening students’ interest in learning about this subject. This booklet aims to be a didactic resource that helps the teaching-learning process of soils in a contextualized and significant way, especially in municipal schools in the rural area of Manaus. It is organized in six chapters where the central character of the narration, shares with the reader, the knowledge built on soils. We hope this product can contribute to the awareness and sensitization about soil conservation.
Aprendendo botânica com plantas medicinais
(2019-04-05) Lima, Henrique Oliveira; Paes, Lucilene da Silva; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/333
As a way to help teachers of science in botanical education, we developed this material that we provide in a simple and practical mode, ways to facilitate the approach of botanical teaching in the classroom. The teaching strategies are presented as a didactic sequence of eight stages, containing the summary of activities, objectives and evaluations used at each stage. Although the material is initially aimed at elementary education, we understand that its applicability also covers the young and adult public.
Criando e imaginando por meio da aprendizagem baseada em projetos: uma aplicação no ensino profissionalizante
(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de Castro
Curso de introdução ao processamento e à interpretação de imagens Sentinel-1: guia didático para professores
(2020-02-17) Dias, Jean Carlos; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Marques, Jean Dalmo de Oliveira; Costa, Solange dos Santos
This educational product was developed aiming at supporting teachers from high level courses related to Environmental areas to teach elementary techniques of image processing and interpretation from Sentinel-1 Radar. It was developed as part of a research project from the Master Course in Technological Teaching (MPET) and is based on Project-Based Learning, Constructive Alignment and Blended Learning. Such background encourages autonomous learning, real world problem solving and resources organization to promote learning both in classroom and beyond it. From this educational product the teachers get directions on how to promote such course in modules whose didactic goals, contents and activities form a complexity gradient that favors students’ learning. Besides that, in each module, the teacher is advised on how to: select and organize the theoretical concepts; organize classroom; identify which are the minimum technological resources required to carry out the proposed activities; and follow pedagogical guidelines related to such part of the course. The educational product excels in the use of clear language and didactic structure, without losing sight of the rigorous aspects required to learn Sentinel-1 Radar image processing and interpretation techniques.
Desvendando as paisagens no ensino de geografia a partir do uso e ocupação do solo
(2019-11-01) Nascimento, Márcio Silveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray de
The complexity of the reality of the world, present in everyday life, receives the teaching of geography, presenting new paradigms of knowledge, in view of the formation of a citizen spatial consciousness. It is a knowledge that teaches geography teaching practices to improve the comprehension teachings of spatial transformations, reaffirming the importance of geography teaching in contributing to the formation of students who understand and recognize the importance of their participation in the participation of space. In this exhibition, this dissertation presents studies on the creation of a didactic proposal for the teaching of “landscape”, associating with the use and occupation of the soil, a strategy of valorization as students' perceptions about the knowledge of their daily spaces, of something concrete that is in the field of his visions, for a broader and deeper reading / interpretation, recognizing as actions and interactions of man with the living environment, over time. A research has a qualitative approach, where the natural environment, the school environment, as landscapes of the place are as sources of presentations. Seeking to understand the perception of the spatial configuration of the reality of the place, or the research subjects are inserted. Step guide, which includes a sequence of phases to apply: learning diagnosis, intervention and verification. Finally, this research originated an educational product entitled “Pedagogical Kit: Landscape in Sight”, no qualified material for the promotion of classes and / or activities focused on the theme addressed in this research, providing subsidies for teachers who use and develop pedagogical work. . It concludes, therefore, that the activities developed in this work demonstrated as important for landscape teaching, not only include school geography, tolerate new tests of approaches in case of extinction or fragmented teaching and to conceive strategies and possibilities of interrelation or content with other areas school subjects, enabling the education not only of conceptual understanding, but, more broadly and dynamically, the knowledge of processes and phenomena that surround, recognizing the importance of landscape and the elements that compose it.
Educação alimentar: uma abordagem sobre rotulagem de alimentos no ensino fundamental
(2019-12-06) Kakijima, Robson Vieira; Marques, Elizalane Moura de Araujo; http://lattes.cnpq.br/5947297440627172; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Elizalane Moura de Araujo; http://lattes.cnpq.br/5947297440627172; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346
This paper presents the studies conducted in the research entitled “Food Education: an approach to food labeling in elementary school and aims to develop a didactic proposal for teaching healthy eating, emphasizing the study of food labels. As a didactic strategy, a pedagogical workshop called “food labeling” was used, in which students learned to manipulate the information present on the labels of the foods they eat, in order to help them in choosing healthier foods. The research was conducted at the Leopoldo Neves State School, with 29 students from the 8th grade of elementary school and 01 teacher who teaches the discipline of Natural Sciences. The methodology used had a quantitative and qualitative approach. The collection instruments were questionnaires. The intervention was based on dialogued lectures and the pedagogical workshop. The verification of learning occurred through questionnaires and didactic script of the workshop. The results showed that the correct manipulation of the information contained in food labels is an important ally in the choice of healthier foods, as well as students' greater understanding of food, not only as a function of satisfying hunger, but also yes as a way of obtaining nutrients for the maintenance of our body cells and as a source of energy for the body. The manipulation of food labels using a pedagogical workshop emerges as a resource to assist teachers and students during the teaching-learning process of subjects related to food education, helping the teacher to develop diversified activities.
Educação financeira nas escolas: uma exigência contemporânea. E agora, como fazer?
(2021-12-28) Souza, Amélia Jandrea de; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Ponciano, Nilton Paulo; Fernandes, Afonso Fonseca
The challenge when developing resources for teaching is to seek materials, methods and models that are innovative and go beyond the traditional teaching model, based only on the transfer of informatio n from the teacher to the student. In order to build a more interactive classroom, with meaningful and active learning, teachers and students are led to demand pedagogical resources for these new models, especially those that relate theory, practice and the student's reality. The National Common Curricular Base BNCC determines the curricular bases for all stages of basic education, including High School, and guides that the approach of Transversal Contemporary Themes TCTs, among them Financial Education , is mandatory and can be done in an interdisciplinary, transdisciplinary or project based way. However, as it is a new requirement for the curriculum, there is still a shortage in the supply of resources for technical and technological education built wit h the purpose of working on this theme specifically in the classroom. Here is the problem faced in this research: in what way is it possible to work on Financial Education as a contemporary and transversal theme, uniting theory and practice and encompassin g the competences and abilities to be developed by students of Technical Courses of Secondary Level in an Integrated way? The research was developed with the objective of elaborating a didactic resource that was aimed at the teaching learning of Financial Education, mainly involving practical activities, so that teachers could use this resource in the classroom as a way of complementing theoretical classes, from the perspective of critical financial education, in order to help students build skills and comp etences for their decision making in real life, taking into account social scenarios. This research had a qualitative character, following procedures of bibliographic, documentary and action research. The bibliographic research guided, contextualized and f ounded the central object of study, Financial Education. The documentary research investigated the documents that guide the Technical High School in an integrated way, mainly regarding the insertion of Financial Education in the curriculum. Action research guided our entire methodological procedure to work in the classroom with students, in a transversal and interdisciplinary way, through theoretical classes and practical activities with students from the Technical Course in Management Integrated to High Sc hool of the 1st, 2nd and 3rd year of the Federal Institute of Amazonas IFAM/Campus Maués. The instruments used were semi open questionnaires and interviews. The methodological procedure was developed from the diagnosis, intervention and evaluation of res ults. For the intervention, 8 face to face meetings were held, 4 to work on the expository classes of each module, in addition to the initial meeting to apply a questionnaire and in the last 3 meetings we had the financial games fair. Finally, the results how that the resource developed during the research, the financial game "Balancing the Budget" is a good strategy for an effective learning of Financial Education, which should be considered by teachers as an alternative to complement the theoretical clas ses and make the contents more attractive, interactive and, above all, understandable and feasible, as this educational product awakens in the student the motivation and interest in financial education content that is difficult to understand and provides a n opportunity for teaching and learning Financial Education in a broad, practical and contextualized way.
Elaboração de diagnósticos ambientais com apoio de imagens de radar Sentinel-1: uma proposta de ensino-aprendizagem para cursos superiores relacionados ao meio ambiente
(2020-02-17) Dias, Jean Carlos; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Costa, Solange dos Santos
This work presents a teaching-learning proposal aiming at environmental diagnostics with support of Sentinel-1 Radar images intended to under graduate students and recent graduates of higher courses of Environmental areas. This teaching-learning proposal is based on the Constructive Alignment, implements the Inverted Classroom model, is associated with Project-Based Learning, and places students at the center of the process, promoting active learning. It is also devoted to qualify the target audience with basic concepts of Sentinel-1 image processing and interpretation to enable diagnostics on widespread and important topics, such as deforestation, river mining and flooded areas, whose preprocessing, processing and image interpretation techniques can be replicated in other contexts. To evaluate the advantages and limitations of such teaching-learning proposal, as well as to verify the individual ability developed by students, an application was performed by means of a short course during 40 hours. The results observed attest that students were able to identify, process and interpret Sentinel-1 Radar images using the Sentinel Application Platform (SNAP) software, solving the proposed problems. This teaching-learning proposal was synthesized in a "Introduction Course to Sentinel-1 Image Processing and Interpretation", organized as a didactic guide for teachers. This resulting educational product has undergone two evaluations: the first, carried out by teachers, masters and doctors of the related area allowed them to concluded that, besides being relevant and appropriate, this course is easy to understand and to replicate in different educational contexts. The second one, carried out with students, was aimed at observing if they were capable to learn themselves basic notions of Sentinel-1 Radar image processing and interpretation. Although the proposal was designed to be applied by teachers, such evaluation helped us to enhance the perceptions regarding the product. Therefore, it was verified that students were capable to learn basic notions of Sentinel-1 image processing and interpretation and that the teachers-evaluators asserted to be capable to carry out such course themselves, there are supporting evidences that this educational product meets its purpose and that can be replicated in high level courses related to the Environmental areas.
Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos
(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62
In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.
O ensino de botânica numa perspectiva prática, teórica e regional
(2019-04-05) Lima, Henrique Oliveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861
The Botany has room in classrooms throughout Brazil. The problem is a work carried out, it is the very stimulus of students in learning the plants, as many of them refer as if they are bush, that is, something without much importance. On the other hand, teachers are not motivated to enthusiastically deliver this content. This is a big problem, especially when it comes to an Amazonian language, which is a big problem, which is a being studied, and for that it needs to be preserved. For evaluation, it should be like guidelines for National Curricular Parameters of Natural Sciences and the Common Curriculum, for those documents that the school levels are able to know and understand, for which they are natural to be sustainable. As a way to contribute to the elementary school Rilton Leal Filho, located in Armando Mendes. The research was qualitative and based on action research, which is summarized in a methodological proposal regarding the theme as the participants of the research work together to solve a problem. Thus we proposed the use of plants as a way to release and learn from students by students. For an intervention, to relate as plants with the construction of a didactic sequence based on Zabala, (1998) and Miquelante et al (2017), containing 8 steps, all the different strategies of action (Based on Krasilchik 2008), each with a common element, like medicinal plants. As a way to subsidize the construction of a sequence, we generate a model of information and strategies to draw. This tool was based on Lakatos and Marconi (2010). We also intend to investigate the history of botanical education throughout elementary school as a way to obtain more information for the construction of the sequence. During the sequence, we cover several botanical topics such as: morphology, anatomy, physiology and botanical ecology. In all these, the students had an active participation, and the researcher only assisted when necessary. Finally, by obtaining all the results, we verified that the students learned the proposed subjects, and consequently created an environmental awareness, that led to the reflection on the importance of the conservation of the plants. In the end, we built a didactic product so that other professionals and admirers of the area can use to apply and transform their reality and that of their students, because the vegetal resources need to be understood so that the construction of a sustainable thought and a change of attitude.
Ensino de botânica: um guia didático como contribuição à formação da concepção ambiental para licenciandos de ciências biológicas
(Instituto Federal do Amazonas, 2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Maria Astrid Liberato; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861
The teaching of botany is a fundamental tool to strengthen awareness of the use, management and conservation. The development of teaching activities in Spaces Non-Formal (ENFs) Amazon can provide significant learning processes for teaching botany, valuing biodiversity of regional plants and thus contributing to the formation of an environmental design. The research in this chapter aimed to diagnose through PPC, questionnaire to teachers and students, the perception of botanical relationship and environment in the construction of environmental design. The study was conducted at the Federal Institute of Education Science and Technology of the Amazon / IFAM through interviews with 49 students from the 2nd, 6th and 8th periods of Morphology disciplines of Superior Plant and Superior Plant Physiology, and 04 teachers, target the course of Biological Sciences Degree, checking botany and environmental design and the methods used by teachers for teaching botany. Later, there was an intervention by activity developed in ENFs. Research has indicated that the botanical knowledge developed in ENFs stimulate learning differently in the traditional way, demystifying the botany as difficult to understand as well as raise environmental design as a tool for maintaining balanced environment.
O ensino de ecologia nos cursos de ciências biológicas: da sala de aula ao campo
(2021-02-05) Santos, Nívea Consuêlo Carvalho dos; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paula, Joana D'Arc de; http://lattes.cnpq.br/9379172063617836
The search for a teaching model that transcends the traditional approach, which is based on transferring information from the teacher to the student in a unidirectional way, is incessant. Here is the challenge for teachers: find and choose pedagogical resources that contribute to a more interactive, meaningful class, that relates theory, practice and student's reality. The Biological Sciences (CB) course, regulated by Resolution CNE / CES 7 of March 11th 2002, which determines the National Curriculum Guidelines (DCN) for CB course, advise that the course should privilege mandatory activities in the field, to guarantee problematized and contextualized teaching, ensuring the inseparability between teaching, research and extension. Thus, the following problem arises: How is it possible to connect theory and practice in the teaching of Ecology in the Biological Sciences courses in the city of Manaus from a perspective of regional integration? The research followed with the objective use theory and practice for teaching and learning in environments with great potential for teaching ecology from a perspective of regional integration. The research had a qualitative character, following bibliographic, documentary and field research procedures. Bibliographic research guided, contextualized and substantiated the central object of study. The documentary research aimed to investigate which Higher Education Institutions (IES) in the city of Manaus had the presential CB course, in order to ascertain their pedagogical projects which strategies are adopted in the teaching of the discipline of Ecology and the correlation regarding regional issues. It also identified existing ecological projects in Amazonas with the intention of bringing them closer to CB students. Lastly, it examined the municipal decrees and management plans for Private Natural Heritage Reserves - RPPNs existing in urban and rural areas in Manaus to enhance these places for teaching Ecology through field classes. This information was verified through site visits to the RPPNs. Field classes were held at Dr. Daisaku Ikeda RPPNs and INPA's Biological Reserve, with 1st and 8th period students of the Biological Sciences Degree (LCB) course at the Federal Institute of Amazonas - IFAM / CMC, regularly registered and taking disciplines of Basic Ecology and Ecology of the Amazon. Open and semi-open questionnaires were used in classroom and in field for data collection. The methodological sequence was developed from the diagnosis, intervention and verification of learning. For the intervention, 2 (two) field classes were held, one class at INPA Biological Reserve and another at RPPN Dr. Daisaku Ikeda. In the end, the results showed that the field class is a potential strategy for an effective learning of Ecology, which should be considered by the teacher through a well-planned field class, as it makes the content more attractive, understandable, arouses the student's curiosity, interest, motivation, making the class more interactive when addressing the concepts of understanding and opportunity to expand knowledge, educational experiences and articulation between theory and practice.
Equilibrando o orçamento
(2021-12-28) Souza, Amélia Jandrea de; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Ponciano, Nilton Paulo; Fernandes, Afonso Fonseca
The game “Balancing the Budget” is a financial game of budget control aimed at teenagers. In it, each player must balance their budget by acquiring from the deck the cards that correspond to the values and items described in their budget such as: Investment, savings, fixed expenses and variable expenses. However, it is not so simple, since the deck is also composed of wild cards and bonus cards that can be used by other players to make this objective very difficult. It was developed as an educational resource for the teachinglearning of financial education for high school students in Brazilian schools, by Professor Amélia Jandrea de Souza under the guidance of Professor Dr. Jean Dalmo de Oliveira Marques, through the Postgraduate Program in Technological Education - PPGET.
Espaços pedagógicos para o ensino de ecologia
(2021-02-05) Santos, Nívea Consuêlo Carvalho dos; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paula, Joana D'Arc de; http://lattes.cnpq.br/9379172063617836; http://repositorio.ifam.edu.br/jspui/handle/4321/534
Estratégia didática para o ensino dos conhecimentos relacionados às mudanças climáticas globais
(Instituto Federal do Amazonas, 2015-12-04) Freitas, Marciléa Silva de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Candido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861
Currently, we discuss a lot in the media about the Global Climate Change (GCCs), especially in the context of rising global temperature, the emission of harmful gases to the environment and water scarcity, emphasizing the interference of man the these changes. Although the weather suffered changes over the Earth's history, in all time scales, it is clear that the current change presents some different aspects. Climate change in the past were the result of natural phenomena; in turn, the greater part of the current climate change is attributable to human activity particularly over the last 50 years. The problem that gave rise to this work is linked to the importance of the Amazon, which is widely regarded in the context of GCGs, as well as the lack of teaching and learning strategies around this theme. Therefore, this study has the general objective to develop an educational strategy for the teaching and learning process on the GCCs theme, using the potential of Amazonian regional natural resources. The methodology used was action research, developed with 40 students of Degree Biological Sciences (DBS) from the IFAM and 5 teachers who work in related disciplines the research topic. From the survey results, we realize how much is emerging discuss with the academic society on the GCCs, because the impacts suffered by these changes reflect the society as a whole, and often we do not realize that we are responsible for contributing to the changes that our planet has suffered, and are necessary, in addition to behavioral changes, policy interventions committed to the society for the solution of environmental problems. So much students and teachers point out the relevance of the discussion of the knowledge of the GCCs, given the impact that involves the subject and its relation to the Amazon region in terms of conservation and preservation of natural resources to maintain and balance of life on Earth. The use of non-formal spaces (NFS) allowed arouse students' environmental awareness on the conservation and sustainable use of Amazonian ecosystems because of the potential they present to store carbon and contribution in the hydrological cycle. Didactic scripts for teaching about GCCs are important tools for the development of a satisfactory teaching-learning process in order to promote effective science education contextualized to the regional and global reality. The development of educational tools, has proved effective in driving to achieve the proposed objective, encouraging other teachers to use new educational strategies.
Guia de instrumentalização de trilhas interpretativas para o processo de ensino e aprendizagem
(2018-11-30) Barreto, Laís Cássia Monteiro de Souza; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Monteiro, Maria Terezinha Ferreira; http://lattes.cnpq.br/6007218890588613
Guia didático: origem, formação e erosão do solo: uma proposta para o processo de ensino e aprendizagem
(Instituto Federal do Amazonas, 2017-08-18) Botelho, Juvenal Severino; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray de; http://lattes.cnpq.br/3416993677349221
INTITLED ORIGIN, FORMATION AND EROSION OF THE SOIL: a proposal for the teaching and learning process; It is a practical proposal for teachers and students to develop practical field activities. It was elaborated from the development of the Master’s Dissertation in Technological Teaching-MPET, of the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center - IFAM / CMC, which the author developed a scientific investigation with the theme titled DIDACTIC PROPOSAL FOR THE TEACHING OF SOIL IN GEOGRAPHY SUBJECT, from holding dialogic classes, practical activities of field lessons and experiments in the laboratory. In the context of the research, considering the motivation of the students, the positive results that culminated in the improvement of the teaching-learning process, we opted for the preparation of this guide, whose intention is to contribute with teachers and students who have interest and / or already hold practical activities in field with the solo theme and / or other related to physical geography and related disciplines. Our contribution is not a proposal that ends in itself. It is only a didactic resource that allied to its creativity, interest, disposition, initiative, reflection, and above all, the commitment to make available a practical regional resource regarding the teaching of physical geography, using it fully or modifying it, taking into account the students in the context of their local and / or regional reality. Thus, we hope that this guideline can be used to improve your field lessons, helping students to acquire learning improvements, more knowledge, respect for the environment and environmental awareness. Finally, that, like our students, we can also learn more and grow as teachers, researchers and citizens.
Lixo eletrônico nossa responsabilidade: uma oficina pedagógica para cursos técnicos em Informática da Educação Profissional e Tecnológica (EPT)
(2024-02-07) Oliveira, Fernanda Miranda de; Marques, Jean Dalmo de Oliveira
There are several sources of electronic waste, including homes, companies and governments. This type of solid waste can contain precious metals such as gold, copper and nickel, as well as rare materials such as indium and palladium, and toxic substances such as heavy metals. Many of these materials can be recovered, recycled and reinserted into the production chain to manufacture new products. Inadequate disposal of electronic waste degrades the environment and harms the health of the population, due to the presence of heavy metals in the components of electronic boards, used in the manufacture of computers, cell phones, televisions, batteries, printers, among other electronic devices. . In Brazil, there are specific laws, decrees and resolutions for the management of this solid waste, aiming to mitigate environmental impacts and, consequently, risks to human health. In this context, the need to improve teaching on the topic of electronic waste in the technical computer course of Professional and Technological Education (EPT) becomes evident. The lack of teaching material that helps teachers to address the topic in the classroom, the theoretical and practical limitations of teaching strategies, the lack of knowledge among students and teachers regarding legislation, decrees, resolutions and standards that govern correct waste management electronic waste, as well as the chemical composition of this solid waste, are factors that reinforce this need. Understanding the potential environmental impacts of electronic waste and how to manage it effectively is essential for complete training. This pedagogical workshop aims to be a teaching resource to assist teachers in teaching the topic of electronic waste in EPT technical courses in the IT segment.
Lixo eletrônico: o meu e o seu – e agora! como proceder em sala de aula?
(2024-02-07) Oliveira, Fernanda Miranda de; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Azevedo, Rosa Oliveira Marins; Fernandes, Afonso Fonseca
In 2019 alone, Brazil discarded more than 2 million tons of electronic waste, of which less than 3% was recycled. The country is one of the leaders in the ranking in the production of electronic waste, occupying fifth position worldwide and first in Latin America. The School System performs fundamental role in society, as a space for the dissemination of knowledge, and as an environment for the development of critical and conscious thinking about current issues. In this context, the importance of improving teaching on the subject of electronic waste in courses aimed at training IT technicians stands out. The Factors that reinforce this need are evident: the lack of teaching material that helps teachers address the topic in the classroom; the theoretical and practical limitation of teaching strategies; the lack of knowledge among students and teachers regarding legislation, decrees, resolutions, and standards that govern the correct management of electronic waste; and, also, the chemical composition of this solid waste are factors that reinforce this need. Understanding the potential environmental impacts of electronic waste and how to manage it effectively is essential for complete professional training. Therefore, with this research, we sought to answer the following question: How to approach the topic of electronic waste with students on the technical course in IT education and technology in order to make them professionals aware of their environmental responsibilities? In this context the general objective of this study was to plan and implement a participatory pedagogical workshop on the topic of electronic waste in the IT Technician course in Professional and Technological Education. The work was developed at the Professional and Technological Education Unit of the Amazonas Technological Education Center in the Benjamin Constant Institute building. The research subjects were 24 students from the High School Technical Course in IT in Professional and Technological Education. The action research procedure with a qualitative focus was used. We held a pedagogical workshop organized into four Modules, the last module being an exhibition of electronic waste paintings produced by students. Data collection took place through the application of questionnaires. The results indicate that the pedagogical workshop was effective in expanding students' knowledge on the topic of electronic waste. They are now more aware of proper disposal options, the need for awareness and information, and the importance of correctly managing e-waste.