Navegando por Autor "Pacheco, Maria Lúcia Tinoco"

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Audiodescrição como ferramenta inclusiva no ensino de química
(2018-12-05) Pimentel , Silvia Janaína de Oliveira; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco , Maria Lucia Tinoco; http://lattes.cnpq.br/8566103887875970; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Lira, Wallace; http://lattes.cnpq.br/7834505234728150
Avaliação formativa: uma experiência de formação de professores mediada por tecnologia digital de informação e comunicação no município de Manacapuru
(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes; Silva, Josiani Mendes; Pacheco, Maria Lúcia Tinoco; Lima, Eliane Batista
The research proposes to discuss the assessment of learning from a formative perspective. This research was important because it treated assessment as a teaching and learning process from the perspective of formative assessment mediated by Digital Information and Communication Technologies. This research is of a qualitative nature, and aims to investigate how to lead teachers to broaden their perspective on assessment, and to include formative assessment, mediated by TDICs, in their teaching practice. In this way, relying on theorists Carpim (2020), Silva (2018), Villas Boas (2016), Luckesi (2014), Gatti (2014) among others, we discuss and reflect on the conceptions, characteristics, elements of formative assessment, as well as teacher training and assessment instruments. This research sought to answer the following problem: How to get teachers to reflect, within the scope of in-service training, on the adoption of formative assessment in teaching practice, based on experience with the use of TDICs? To achieve the proposed objectives, Yin's (2015) case study methodology was used. We chose this method as we considered it suitable for investigating the object of study, as it helped us to understand and interpret the phenomena surrounding formative assessment. The research participants were teachers, from rural areas, from the Municipal Education System, from the municipality of Manacapuru/Am. We used the focus group as a data collection technique to obtain research data. The data collected in the interviews were structured and interpreted using the Content Analysis Technique, according to Bardin (2016), structured in three phases: 1) pre analysis; 2) exploration of the material and 3) treatment of results. The analysis reveals that teachers, upon completing their initial training and facing their teaching responsibilities, are unprepared to assume the role of evaluators, as they lack theoretical foundations that support their evaluation practices. Instead, they believe in their past experiences as students. The data also highlights the need for continued training in learning assessment from a formative perspective, as indicated by the observations made by the interviewed teachers. In view of these results, we developed a proposal for an educational product, through a training entitled “Coffee with training: reflections on learning assessment from a formative perspective”, whose objective is to provide teachers with continued training in learning assessment from a formative perspective, through reflection and discussion about the evaluation action, as well as concepts, purposes and techniques of formative evaluation. To validate the proposal, we applied the product with a group of elementary school teachers in the final years of a municipal school in the city of Manacapuru/AM, located in a rural area. The teachers positively evaluated the coffee proposal with training based on its constituent elements, providing contributions and suggestions for improving the proposal.
Caderno temático formativo: sala inclusiva: contribuições para formação de professores no contexto da surdez
(2022-02-28) Lavor, Patrícia Lucena de; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Azevedo, Rosa Oliveira Marins; Nascimento, Maria Evany do
This thematic booklet is a proposal for teacher training in the area of special education in the inclusive perspective, it aims to help teachers who work in an inclusive classroom, with deaf students. The educational product is organized into four units, namely: I thematic unit, which presents some historical facts about the education of the deaf, experience reports and theoretical studies; II thematic unit, which brings the important legislation that subsidizes teacher training, curricular adaptations and accessibility; III thematic unit, which discusses barriers in an inclusive classroom and visual and pedagogical communication strategies; and IV thematic unit, which socializes the different strategies and possibilities of classroom organization. The units are composed of guidance strips and sections such as “Dialogue”, “Hands on” and “Assessment”, organized within moments to assist the trainer. The educational product has a qualitative nature, with theoretical references in Gaudiot (2010), Fransolin (2016), Quadros (2004), Martins (2012), Brazil (2002), Brazil (1996), among others. From the above, we understand that the study of the material has its didactic relevance for the training of teachers, since it socializes guidelines that allow the teacher to think about the organization of the school space in an inclusive perspective. We hope, therefore, that the contributions of this booklet reach teacher training courses, enabling them to be included in the classroom.
Caminhos para uma educação intercultural
(2023-12-22) Figueiredo, Rayka Justiniano de; Pacheco, Maria Lúcia Tinoco
This educational product is the result of a research process carried out in the Professional Master’s Degree in Technological Education of the Postgraduate Program in Technological Education (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is “Pathways for Intercultural Education” and its general objective is to contribute to the continued training of basic education teachers who work in intercultural contexts, involving, among others, immigrant and/or refugee students. It was evaluated by an Ad hoc committee of basic education teachers and pedagogues who work in intercultural contexts in the state public education network of Manaus.The product is organized into four units: the first, “Point of Departure”, presents data on migratory movements between the years 2019 and 2022 in the public school in the city of Manaus, as well as some narratives that inform us about the paths taken by migrants and/or refugees in the world and in Brazil; the second, “Conducting threads: Intercultural Education, Diversity and Inclusive Education”, presents central concepts, among them: Intercultural Education and Diversity, related to the inclusion of migrant students in regular schools, and, also, declarations and Laws that support the migrant and the refugee in the national territory; the third “Teacher training: challenges and perspectives”, analyzes the challenges and perspectives for teacher training in intercultural contexts, as well as the importance of continuing teacher training supported by legislation; the fourth, “Successful pedagogical practices in intercultural contexts”, presents pedagogical practices carried out by basic education teachers in intercultural contexts that actually promoted inclusion and diversity.
Curso Arumã e formação de professores na Amazônia: contributos para a educação especial
(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Silva, Josiani Mendes; Lemos, Cátia
One of the most fundamental questions when we deal with special education, conceiveing it as a way to fight against the exclusion process that has marked the entire history of people with disabilities, in a school context, concerns the role of teacher formation. Whether in the formation of graduate students or in the training of teachers in the field of action, this training, in addition to mastering techniques, didactics and pedagogical resources, must seek, mainly, a change of mentality in relation to disability, which, in turn, implies the deconstruction of concepts, visions, and school cultural practices that limit inclusive action. So, actions that have the emphsis in the teachers formation from the perspective os special education in an inclusive vision assume a responsability in this scenario, once offering a course of this nature is expected to enable those who mainly do so to rethink themselves as teachers, reflecting this reflexive action in pedagogical and school practices from then on in favor of social inclusion. In this way when we are treating with the formation of teachers in the perspective of inclusive education, we took the course called ARUMÃ/IFAM on the Manaus-Center campus, Instituto Federal do Amazonas, in an improvement format, that promoted in its editions, the direct formation of teachers and others education professionals as well as in capital and the countryside of the Amazonas state and Pará, reaching municipalities such as Iranduba, Presidente Figueiredo and Oriximiná. This work focused on offering the Arumã course in the period between 2010 and 2015, trying to answer the central question: What perspectives on special education were worked on with teachers who experienced a formation process offered by the Arumã/IFAM course? By the exposed, this research , a study case, in a qualitative approach, intended to investigate the scope of this formation, presenting an overview of the training offered by the Arumã course to teachers of basic education in special education, considering its formative proposal, in the documents referring to the editions of the course in the period in question. As a result, we may affirm that the actions of the Arumã helped to fill the gap in the inclusive process, that is, the formation of professionals for pedagogical work with special education stakeholders, so this research brings as a proposal for an educational product a curricular component to be included in teacher formation, entitled “Topics of Inclusive Literature and Deaf Literature”.
Diálogos formativos – mulher-professora – caderno da professora
(2022-08-23) Gil, Maria Izaíra da Silva; Pacheco, Maria Lúcia Tinoco
This product will help a teachers in a reflection on the teaching identity through the use of female narrative, since it is understood that women are the largest audience of education professionals. For this end, specific guidelines for support material for the teacher are presented in this booklet, based on the assumption that the training dialogues developed during training can generate new knowledge and help improve teaching.
Docentes e docência: caminhadas na educação a distância do IFAM
(2022-02-25) Ribeiro, Carmem Lúcia de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; Pacheco, Maria Lúcia Tinoco; Gonçalves, Carolina Brandão
The present dissertation entitled "Teachers and Teaching: walks in Distance Education at the Federal Institute of Amazonas/IFAM" aimed to investigate whether the pedagogical training offered to teachers who worked in the Lato Sensu specialization courses in Rural Education and History and African and Afro-Brazilian Culture developed through the Open University of Brazil (UAB) at IFAM, provided them with knowledge to face the challenge of planning and executing their DE classes. In addition, in the search to help teaching work in the field of distance education, this research brings as a final product, a book, in digital format, of the e book type, whose content addresses pedagogical and technical guidelines aimed at planning classes in this area. educational. The e-book is called “Planning classes in distance education”. Regarding the methodological procedures, we chose to use documental research, with a qualitative approach. Two data collections were carried out, the first being with a group of 10 (ten) professors who worked in the Lato Sensu Postgraduate courses in Education in the Field of African and Afro-Brazilian History and Culture offered by UAB at IFAM. In a second moment, 10 (ten) education professionals were invited to carry out the evaluation of the Educational Product generated through the research practice of this dissertation. Thus, an electronic questionnaire was used for data collection, created using the Google Forms resource. The participants' speeches were analyzed according to the principles of methodology and content analysis present in Bardin (2011). The results of the first survey showed some gaps to be filled, such as the large number of students per class and the difficulties in procedures to plan classes. In the second survey carried out, referring to the evaluation of the Educational Product, it showed a high level of acceptance of the e-book associated with this dissertation. The study concluded that the product generated in the course of the research practice represents an instrument that can guide pedagogical practices in distance education, as well as subsidize the improvement of teaching work in this teaching modality.
E-book: planejando aulas em EAD
(2022-02-25) Ribeiro, Carmem Lúcia de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; Pacheco, Maria Lúcia Tinoco; Gonçalves, Carolina Brandão
This e-book has as its central theme "Planning Distance Education Classes". It is articulated with the results of the dissertation research entitled Teachers and Teaching: journeys in Distance Education at IFAM developed in the Post-graduate Program in Technological Education - PPGET of the Federal Institute of Education, Science and Technology of Amazonas - IFAM. The purpose of the research was to investigate whether the pedagogical training offered to teachers who worked in the Lato Sensu Specialization courses in Rural Education and African and Afro-Brazilian History and Culture - conducted through the Open University of Brazil at IFAM - provided them with essential knowledge to face the challenge of planning and executing their classes in Distance Education - DE. Thus, the e-book aims to assist the teaching work in the field of DE, with pedagogical and technical guidelines aimed at planning classes in this educational aspect. As for the methodological procedures that comprised the research, it was documental and qualitative in nature, with a qualitative approach. For the evaluation of this e-book, 10 education professionals were invited, and they presented a high level of acceptance of the e-book, highlighting that it represents an important instrument to guide pedagogical practices in DE, and, in this sense, it is capable of subsidizing the improvement of the teaching work in this educational modality.
Faces identitárias da mulher-professora: contribuições para a formação docente a partir da narrativa professoral feminina
(2022-08-23) Gil, Maria Izaíra da Silva; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Gomes, Iza Reis; http://lattes.cnpq.br/7671303144200741
This work presents a research carried out on the identity faces of the woman-teacher and their contributions to teacher training based on female teacher narrative. The main objective was to understand the process of identity constitution of woman-teacher, in order to reveal her different faces registered in her memory, practices, challenges, subjectivities of life and profession under the prism of dimensions that constitute and that intertwine. For this route, this research followed the specific objectives: a) To discuss the context, scenarios and places of speech of women-teachers, in the condition of collaborating subjects research; b) Think on the feminization of teaching; c) Propose a training course focused on the female teacher, based on narratives investigated teachers. This is a research based on Cultural Studies, a qualitative nature, which had the school as its lócus, focusing on elementary school teachers from the public school. She told the narrative interview as a research tool to elucidate the female teacher memory. The theoretical framework covered the teaching study identity, teacher training, narrativea training instrument, women in education and database sources from the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira and technology in education. As a result, we point out: a) The reality in feminization in the first two stages of Basic Education, but without the same process in the higher positions of the educational career. b) Training based on the teacher narrative. c) The educational product built from the re-reading of investigated narratives, retold through the Storytelling technique and which generated two artifacts, podcast and animation, to compose the course “Woman-Teacher Formative Dialogues”, which aims to help trainers and teachers in the reflection on the feminine teaching identity. This course was applied in two scientific events, one at a regional level, spaces in which participants evidenced the relevance of identities in the research and registered in the product for teacher training.
Fazer-se docente no cotidiano da sala de aula do PROEJA-CMC: um olhar sobre o processo formativo do professor
(2021-02-04) Oliveira, Erismar Nunes de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco , Maria Lucia Tinoco; http://lattes.cnpq.br/8566103887875970; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245
This work presents a research on teacher training under the National Program for Integration of Professional Education with Basic Education, in the Youth and Adult Education Modality (PROEJA). It was formulated as a general objective - To understand the formation of the teacher of the Mechanics course, in the EJA modality, considering the daily life of the classroom and its life history, having as its locus of research the Federal Institute of Amazonas - IFAM -Campus / Manaus /Center. In a more specific way, the following questions were answered that contributed to trace the path taken: 1) Considering PROEJA as a proposal for the world of work, without excluding the critic's idea, what are the specificities of teaching work in this teaching modality? 2) What look does the educator who works in the Mechanics course have on his formative trajectory, considering his life story? 3) What challenges has PROEJA faced, in the scenario, in which it was built as a program and which is still present in the Mechanics course? It was proposed to carry out this study, the realization of a qualitative research in the perspective of the case study of the ethnographic type. For data collection, three mechanisms were used: the logbook, narrative interviews and classroom observations. The theoretical-methodological framework used supports the themes of teaching, training and teaching for EJA and teacher training for Professional Education. It became evident, from the study, that the training of teachers is not only built with the theoretical assumptions acquired in the initial training, but also through practice with practice in dialogue with epistemological knowledge as a source of other knowledge.
Imigrantes na escola pública de Manaus: reflexões e desafios na perspectiva da formação docente
(2023-12-22) Figueiredo, Rayka Justiniano de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Oliveira, Joelma Fernandes de
This dissertation deals with the challenges for the training of basic education teachers, in particular teachers of the early years, in dialogue with the perspective of intercultural education, which is the result of research carried out as part of the Professional Master's Degree in Technological Education, of the Graduate Program in Technological Education (PPGET), of the Federal Institute of Education, Science and Technology of Amazonas Campus Manaus Centro (CMC). Thus, research in the field of education and from an intercultural perspective is fundamental as it promotes discussions on the inclusion of the different socio-cultural groups present in the school environment. In this way, the dialogue regarding the construction of the identity of invisible subjects, such as immigrants, for example, needs to be carried out by the various school actors, particularly teachers, whether in initial or continuing education. This study, in the light of intercultural education, which brings up the issue of diversity, cultural plurality and inclusion, had the general objective of analyzing the challenges faced by teachers in the face of the inclusive process of immigrant students in public schools in Manaus and their training demands. Thus, this research had three developments outlined in its specific objectives: to contextualize the issue of diversity and intercultural education in the context of teacher training with regard to the migratory process; to investigate, with regard to the context of immigration, what the discourse of diversity and school inclusion consists of from the perspective of Manauara school teachers; to develop a proposal for continuing training for basic education teachers with pedagogical practices with immigrant students. To achieve these objectives, the study adopted a qualitative approach and its research methodology was Textual Discourse Analysis (TDA). In the process of analyzing the data, the analytical axis that contextualized the research scenario emerged: Challenges and reflections in the training of primary school teachers who work in intercultural contexts. From the analysis of the results, dimensions emerged that pointed to the challenges and reflections, limits and possibilities of moving towards the realization of an education that values and understands the plurality of identities, especially difference. Taking into account the theoretical basis of this research, the investigative path and its analysis, a continuing education course was developed, entitled "Pathways to Intercultural Education", in digital e-book format, which is structured around a review of the literature, the right to school education for immigrants and/or refugees and central concepts such as: intercultural education; diversity; inclusion; teacher training; pedagogical practices in intercultural contexts. The educational product was evaluated by an ad hoc committee of teachers working in basic education. Within this context, we understand that initial and continuing teacher training based on the principles of intercultural education is fundamental so that teachers can implement an education that fosters dialogue between different cultural groups, helping to minimize the processes of exclusion and prejudice still present in the school context.
As intervenções pedagógicas no ensino de ciência
(2017-12-15) Souza, Pedro Paulo Aricara de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147
This research was carried out during the course of Supervised Curricular Internship II and IV, being Elementary School and High School, in a public school of the state education network, in the city of Manaus. The objective of this study was to analyze the use of interventional practices such as portfolio and classroom experience, with the participation of 6th and 1st graders as protagonists of the research scenario. The present work demonstrates the importance of the use of differentiated methodologies that are auxiliary to the teacher during the process of teaching learning.
As necessidades formativas do professor do AEE diante de demandas emergentes
(2024-12-27) Castro, Suzy Aparecida Batista de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745
Schools play an important role in developing critical, self-aware, proactive, and inclusive citizens. Inclusion, as both an action and a value, is a key theme in basic education institutions due to the experiences and interactions that take place over at least 12 years in this environment. Discussing inclusion is essential for naturally fostering respect, self-awareness, and the ability to address the specificities of others, whether related to their abilities or limitations. Regarding individuals with disabilities, school inclusion primarily occurs through special education, which is implemented by the public educational system through various instances and diverse instruments, one of which is the Specialized Educational Service (AEE). Given the current scenario, along with the expansion and increasing complexity of this student population, there is an urgent need for training programs for professionals working directly in the Resource Rooms (SRMs) that provide AEE. Therefore, the general objective of this research is "to identify the training needs of teachers working in AEE within the public education system of the municipality of Manaus." This study is classified as applied research with a qualitative approach, employing a case study methodology. It focuses on teachers working in SRMs within the public school system (SEMED-MAO and SEDUC-AM). Considering the complexity of the research, particularly within the institutional management of SRMs, and given its exploratory nature, a snowball sampling method was employed, allowing participants to voluntarily join the study. Initially, a Conversation Circle was conducted with teachers working in AEE in the state of Amazonas, centered on the theme: "Teacher Dialogues about the Formative Needs in an Inclusive Context." Subsequently, a semi-structured questionnaire, designed in Google Forms, was sent via email to the meeting participants. The questionnaire aimed to contextualize the research objectives, addressing the operation of AEE, teachers' relationships with their pedagogical practices, and their training needs in light of the inclusive education process. From the responses, several training gaps were identified, with pedagogical work related to global developmental disorders emerging as a major concern. This demand was ultimately addressed in the educational product developed in this study. The educational product consisted of a pedagogical workshop titled "Pedagogical Proposals for Teaching Work in the Context of Pervasive Developmental Disorders," designed for AEE teachers. During the product validation process, the results highlighted its relevance to the target audience, particularly in terms of content comprehension and the significance of the topics covered. The study concluded that, given the complexity of inclusive education and the professional development needs of AEE teachers, initiatives must be undertaken to enhance pedagogical practices. These efforts are essential for strengthening the school inclusion process for students with disabilities.
Olá professor, seu aluno surdo chegou! Caderno de orientações didático-pedagógicas para acolhimento de alunos surdos
(2020-02-19) Rodrigues, Suelem Maquiné; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Paes, Lucilene da Silva; Nascimento, Cássia Maria Bezerra do
Perfil dos estudantes de EJA em uma escola de Manaus: um estudo de caso
(2018-12-05) Silva, Luis Fhernando Mendonça da; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Dutra, Marcos Afonso; http://lattes.cnpq.br/3550669425589821
The Youth and Adult Education (EJA) is a teaching modality that focuses on a differentiated public that has evaded the school for several reasons, either due to the inadequacies of the educational system or by unfavorable socioeconomic conditions. As a methodological option for this research was used a questionnaire with 11 questions, applied to the students, script interviews, and appropriated Max Weber's ideal type method. Therefore, this research sought to know the profile and the challenges of the students of the Education of Young and Adults of a particular institution of Manaus, Amazonas, based on problems related to their expectations and limitations, education and what challenges and problems faced by they. As a result it was found that the majority of the students studying in the EJA are male; singles; the most varied professions were among the students, in the age group, the majority is between 18 and 25 years old. Most students do not work formally; As for their monthly income, the majority have income between one and two minimum wages; and consider that the study is bringing benefits and intend to proceed with studies.
O processo (auto)formativo em narrativas docentes: da metamorfose no ensino à recomposição da aprendizagem docente
(2024-02-08) Costa, Gabriela Santana da; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023
This research focuses on the in-service training of teachers in the face of a scenario of transformations and changes at school, which occurred during the Covid-19 pandemic period, between 2020 and 2023. When the pandemic emerged, it brought with it a series of changes that affected several fields, including education and teaching. As a teacher, I understand the need to discuss this scenario in which we were inserted and which, consequently, reflected in the construction of a self-training process for educators at that time. We emphasize that we will make a temporal cut of this period, despite its impacts on teacher training, the object of this research, will reverberate for many years. The main objective of the research is to investigate teacher training in the context of a school metamorphosis (Nóvoa,2022) perceived during the pandemic scenario through teachers' narratives, reflecting on their learning recomposition. We also present that this research is qualitative, as it is based on the interpretation, comparison and description of the experience, so we chose to work with the narratives, exploring their meanings and meanings in relation to this teaching (re)construction. Within this narrative perspective, we will use reflection on the hero's journey (Campbell, 2008) where we understand that the figure of this teacher goes through a path of stages and confrontations that support our reflective discussion towards our objectives. As results perceived in this research, we highlight the (re)construction of the teaching identity of educators who see themselves as part of a transformation, understood as a school metamorphosis where, based on what we analyze and investigate, we understand it as a recomposition of teaching learning and which happens from a (self)formative process. To this end, we built as an educational product, a professional training course entitled “The (self) formative process in teaching narratives: from the metamorphosis of teaching to the recomposition of teaching learning” and which aims to enable teaching protagonism within the construction for its own sake. self-formative process and who acted during the pandemic context.
Produção de videoaulas com tradução em libras: tecnologia assistiva no ensino de Química
(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Souza, Renato Henriques de
Digital tools play a significant role in chemistry education, serving as widely adopted resources for students to grasp abstract concepts. Among these resources, YouTube stands out as a platform rich in educational content. However, when it comes to addressing the needs of the deaf community in the context of chemistry, the availability of resources is notably limited. One possible approach to mitigate the challenges faced by the deaf community is the implementation of assistive technologies in education, encompassing children, youth, and adults with diverse disabilities. The primary objective of this research is to assess the use of assistive technology resources specifically designed for deaf students in the context of chemistry classes. Additionally, an effort was made to create chemistry video lessons with sign language interpretation (Libras). This research adopts a qualitative approach, aiming to understand the objectives and values of the participants involved in the educational process. To carry out this project, the epistemological basis of action research was employed as the methodology. Three video lessons were developed covering the following topics: Physical Transformations of Matter, Atomic Models, and Chemical Bonds. Each video lesson was divided into three segments: Introduction, presenting the lesson's topic and relevant questions; Development, where concepts were dynamically explained with everyday examples; and Conclusion, encouraging reflection on the lesson and the content's importance for the learning process. The video lessons underwent a validation process with chemistry teachers and members of the deaf community. One observation made during validation highlighted the importance of students' prior knowledge for comprehending the content of the video lessons. Regarding the logical sequence presented in the videos, all teachers expressed acceptance with this aspect. In the question regarding the relevance of incorporating images and animations into video lessons, the deaf community unanimously asserted that this element played a fundamental role in facilitating the understanding of concepts in the field of Chemistry. The implementation of the video lesson with the didactic sequence made the teaching-learning process more dynamic and appealing to the student, as the video lesson was used for review in this process. These results reflect the importance of integrating assistive technology into chemistry classes to meet the needs of the deaf community, providing an inclusive and effective approach to teaching this chemistry discipline.
Produção oral em língua espanhola na perspectiva do ensino crítico-emancipatório: uma proposta de curso EaD à luz do design instrucional.
(2023-02-23) Oliveira, Kamila Freire de; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Tallei, Jorgelina Ivana; http://lattes.cnpq.br/1863700309171897
This research deals with the context of teaching and learning the Spanish Language (FL), constituting a proposal for a distance learning course (DL), aimed at the development of oral production in FL. The proposal was designed based on an adaptation of the e -Tec - Languages Without Borders course carried out in the light of the ADDIE Instructional Design and anchored in the theoretical bases of Communicative Competence and the Critical- Emancipatory Matrix. The course, product of the adaptation, consists of 4 (four classes) and accounts for 40 hours in the distance learning modality, is hosted in the virtual learning environment - IFAM Virtual School - on the Moodle platform and includes a variety of technologies that aim to mediate teaching of oral production based on language, communication and critical thinking. The evaluation of the proposal involves an empirical study, of the case study type, and validates the product in terms of three dimensions: linguistic-communicative, critical and instructional design of the course. The collected data correspond to the activities, evaluations, questionnaires, information from the (self) evaluation of the subject-participants (with the use of rubrics), observations of the researcher (class teacher) and considerations of an external evaluator (pedagogue responsible for the Technology Center Production of Didactic Material for DL, of the Directorate of Distance Learning of IFAM) which were analyzed in the precepts of content analysis (BARDIN, 2011), likert scale and rubrics of performance and self assessment. In the linguistic-communicative dimension, the results point to the development of the oral production of students who reached plus levels with the contribution of the aspects: promotion of linguistic awareness, autonomy, interaction, feedback, collaboration and sharing while the limitations in this área correspond to the management of the time, workload of activities, the profile of the distance learning student and use of appropriate tools for different didactic situations. In the critical thinking dimension, the students self-assessed themselves with significant development in the argumentation and reflection criteria. The highlighted aspects were: promotion of reflection, activities focused on culture, expansion of worldviews, inclusion of cross-cutting themes, development of an investigative posture and contextualized learning. The dimension of the instructional design of the course was evaluated from the gradation of agreement on a Likert scale, which revealed as contributory aspects the pdf material, the methodology, the topics discussed, the tasks, the tutoring, and the accessible language. On the other hand, the limitations of DI deal with the workload, loading of resources, the need to enhance more interactive and cooperative activities and the organization of the VLE. The educational products resulting from this research are: i) a DL course “Spanish Language: developing oral production based on communicative and critical competences” and ii) A guide entitled “Oral production in Spanish Language: communicative and critical competences in the distance modality - Guide for teachers”.
PROEJA – escola na vida adulta: orientações pedagógicas
(2021-02-04) Oliveira, Erismar Nunes de; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Lucena, Ana Maria Silva de; http://lattes.cnpq.br/7711936468049245; http://repositorio.ifam.edu.br/jspui/handle/4321/603
Professores de língua portuguesa e alunos surdos do ensino médio integrado do IFAM/CMC: considerações acerca do processo inclusivo
(2020-02-19) Rodrigues, Suelem Maquiné; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Nascimento, Cássia Maria Bezerra do; http://lattes.cnpq.br/0645346199787535
This paper intends to deal with the experience of IFAM / CMC in the process of including deaf students from Integrated High School at the Institute of Science and Technology of Amazonas (IFAM) - Manaus, in the perspective of the classes of Portuguese language teachers who work in this modality. It is known that in a predominantly oral society, deaf people face constant communication difficulties, which affects everything that results from it. In the school environment, the picture is no different. The construction of your linguistic universe is done through the visual-spatial field of your first language (L1), Libras (Brazilian Sign Language). Since the Portuguese language, being oral-auditory, is acquired late in written form, being represented as its second language (L2). Therefore, this student has a different linguistic situation. The entry of these students into the school universe as much as it allows us to understand that he is a subject immersed in a bilingual reality from an early age, also implies that the teacher who receives him in the classroom understands his unique condition and seeks work strategies to supply or mitigate the difficulties that arise in the classroom during the teaching-learning process. In this sense, we realize that teaching, as well as their training, are confronted with the reality found, making it necessary to rethink this training and reconstruct it by facing the challenges encountered in daily life. Given this scenario, our work problematizes the experience of this Portuguese language teacher, who is sometimes challenged to understand the reality of the deaf student, for whom the Portuguese language is a non-native language (LNM). Tracing a historical panorama of the inclusion process of people with disabilities in IFAM / CMC, and dealing with the training of these professionals to serve a differentiated clientele, this research seeks to reflect on what pedagogical practices are being developed by these teachers related to deaf students, mediated by a sign language interpreter, as well as the teaching relationship of these teachers with their deaf students, with an emphasis on linguistic aspects. As a result of the research process, we will seek to make considerations about how the inclusive process of this public has been taking place at IFAM based on the observation of Portuguese language classes, pointing out the challenges for training. The research will have a qualitative focus, using an ethnographic approach in the educational field. We used as questionnaires a questionnaire in the face-to-face interview model with a semi-structured script and the research field diary. The dissertation accompanies, as a result of the investigation, an educational product in the form of a guideline in order to subsidize both the teaching work with this audience, which can be employed by any and every teacher, regardless of the discipline, and the school community in which the deaf student finds himself.