Navegando por Autor "Salazar, Deuzilene Marques"

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Ambientes virtuais de aprendizagem colaborativa – uma ferramenta para formação humana integral: estudo de caso no IFAP
(2019-08-16) Brito, Maria de Fátima dos Santos; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761
The research is developed in the Professional Master's Program in Professional and Technologi cal Education in National Network (ProfEPT) Polo do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM) Campus Manaus with the objective of developing a proposal to use the tools of the Virtual Learning Environment (AVA) in a perspecti ve of integral human formation (EaD) at Instituto Federal de Educação, Ciência e Tecnologia do Amapá (IFAP) Campus Macapá. As a methodology, the study has a qualitative approach of an applied and descriptive nature, having as a methodological procedure t he case study. In order to reach the objective of this investigation, a methodological path was traced that began with a bibliographical theories research that guided the construction of the theoretical reference. After that, an exploration of the resource s and activities available on the institution's platform was carried out, followed by a field research with teachers and students of the course under study, in order to collect information regarding the research problem, besides providing subsidies for the construction of the educational product. As the main result, teachers and students have demonstrated difficulties in relation to AVA tools, limiting to the use of few MOODLE resources. Based on the results, we proceeded with the construction of the educat ional product that had the elaboration and evaluation stages, the latter having a positive result regarding the agreement parameter and some suggestions for improvemen t. Thus, necessary adjustments were made, finalizing the educational product development stages with the conclusion and production of the “MOODLE User Guide for Integral Human Training”, which aims to guide teachers on the use and functionality of the resources available on the MOODLE platform. IFAP, so that it signals a perspective of integral human formation.
O assessoramento técnico-pedagógico dos coordenadores de cursos da EPTNM no CETAM: percursos pedagógicos em busca da educação omnilateral no contexto amazonense
(2022-05-25) Souza, Pedro Santarém de; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Lucena
The study arose from inquiries regarding the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) within the institutional scope of the The study arose from inquiries about the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) at the Technological Education Center of Amazonas (Cetam), in relation to the effectiveness of EPTNM in the interior of the state. The research is centered on Line 02 of the Professional Master's Degree in Professional and Technological Education - "Organization and Memories of Pedagogical Spaces in EPT", linked to macroproject 06 - "Organization of pedagogical spaces in EPT". The research problem was: when analyzing the pedagogical praxis of Fortec/Cetam course coordinators, what are the points of approximation and/or distance from the concept of omnilateral training in EPT? The general objective was to investigate the pedagogical praxis of the coordinators of Fortec/Cetam in the process of technical-pedagogical advice to teachers, highlighting the points of approximation or distance from the EPT conception in the omnilateral perspective; and the specific objectives were: to investigate the EPT concepts present in the actions of the coordinators in the technical-pedagogical advisory process, aiming at improving the teaching and learning process; analyze the main pedagogical activities of the coordinators of Fortec/Cetam courses in terms of work as an educational principle and the integration between the scientific, technological and cultural dimensions; to propose an organization of educational actions to assist course coordinators in monitoring teaching practices focused on the curriculum, teaching planning, learning assessment and teaching methodologies of Fortec/Cetam teachers. The sample universe of the research comprised 10 (ten) participants: 02 (three) pedagogues and 08 (eight) course coordinators (bachelors) in the sector. It is an action research and the collection instruments used were: participant observation, questionnaire and focus group. The speeches were transcribed and submitted to content analysis: pre-analysis, exploration of the material and treatment of the results in Bardin (1977). We used the theoretical basis referring to the assumptions of Saviani (2007), Marx (1998), Manacorda (1990), Borges (2007), among others. The results demonstrate that the Fortec/Cetam course coordinator presents himself as an important professional for the improvement of the teaching and learning process, since his activities include organizational actions, means and goals, with pedagogical work being the essence of your praxis. In view of this, as these are real contexts, some limiting conditions for their work are presented. It is also highlighted the training needs of the group on the conceptual bases of EPT. As a result of the research, an educational product was built in the format of "Pedagogical Plan for Course Coordinator: Educational Praxis in Professional and Technological Education", with the purpose of reflecting on alternatives for the realization of the EPTNM and assisting in the technical-pedagogical advising of courses, focusing on coordinators and similar professionals.
Assistentes de alunos: quem são esses profissionais que atuam na educação profissional técnica de nível médio?
(2020-08-18) Oliveira, Rosenira Monteiro da Costa; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Andrade, Márcia Irene Pereira
This research discusses the perceptions of the professional practice of the Students' Assistants in the Integrated Secondary School-EMI, identifying their attributions and their educational work in the EPTNM, focused on line 02 of the Post-Graduation Program in Professional and Technological Education (PROFEPT) that deals with the "Organization and Memories of Educational Spaces in EPT" directed to Macroproject 06, regarding the "Organization of Educational Spaces in EPT". It gives as a problem the following question: How has the educational work of the Student Assistant been constructed in the context of the Technical Professional Education of Medium Level in the Integrated Modality? The general objective was to investigate the work of the Student Assistant in the context of Technical High School Vocational Education in the Integrated Mode. Studying the meanings attributed by the student assistants to their practice, qualitative research was used as a methodological procedure using the printed form and the semi-structured interview as a technique, applied to a group of eight student's assistant from the Federal Institute of Education, Science, and Technology off Amazonas - Campus Manaus Centro (IFAM-CMC) that made it possible to survey information essential to the process of objectifying the concepts about their professional practice. Besides the theoretical references, documents, theses, and other sources were collected and analyzed, which we used for the elaboration of this work. Summing up, it was verified that the understanding of the meaning and the challenges of the professional practice of the Student Assistants, conditioned to factors, positive and negative, reported by the professionals and analyzed as constitutive of their profession: a dichotomy between their attributions and the objectives of EPT; challenge of affirming the work as an educational principle before the work submitted to the logic of the market; devaluation and lack of recognition of the profession by the institution. Finally, as a perspective of overcoming these obstacles, the pedagogical product is presented - materialized in a Digital Booklet and constitutive of the dissertation - given the promotion of spaces for reflection and educational actions under the rationale of work as an educational principle, essential to the omnilateral human formation.
Atividades experimentais no ensino de química: relato de experiência no programa de residência pedagógica
(2022-06-27) Oliveira Neta, Maria Isabel Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Silva, Eliseanne Lima da; http://lattes.cnpq.br/4097810792970757
Avaliação e ensino de química no contexto do ensino médio: o que nos dizem os ENPEC’s?
(2021-04-06) Lima, Edilane Barboza; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Silva, Rilda Simone Maia da; http://lattes.cnpq.br/9226835468850893
This monograph addresses the theme of assessment in the teaching of chemistry. It started from the following problematization: how is the evaluation of the teaching of Chemistry disseminated and communicated at the National Research Meetings in Science Education (ENPEC) in the period from 2011 to 2017 ?. Theoretical discussions and dialogues on learning assessment subsidized by Luckesi (1998), Libâneo (1990) and Hoffmann (2005) were incorporated in this study. The general objective was to analyze the studies referring to the evaluation and teaching of chemistry in the context of high school. To achieve this general objective, the evaluation of learning in the teaching of Chemistry in the context of high school was discussed and the conceptions of the works presented in the thematic axis Assessment and Education in Sciences of the ENPEC's were identified in the period from 2011 to 2017. This study is justified primarily by the Brazilian educational policy that still spreads the classificatory and meritocratic model. At the same time, it was found, through a survey at the Brazilian Digital Library of Theses and Dissertations (BDTD), a minor number of works published with the theme of Assessment of Learning in Chemistry Teaching in the context of high school, both in BDTD and in the ENPEC's Minutes. Therefore, it is a theme that lacks theoretical and methodological densification and deepening. The study's corpus was made up of the ENPEC’s minutes as documents forged by researchers, teachers and scholars in the area of science education. In the analysis it was found that of the 108 works selected within the theme of Evaluation and Education in Science, only four (4) were aimed at Learning Assessment in the Teaching of Chemistry. We verified the approach of different conceptions of evaluation, showing the predominance of a discourse in defense of overcoming the traditional evaluation model. The study requires further investigation of the evaluation of science education in the context of high school.
Avaliação institucional interna na Educação Profissional Técnica de Nível Médio: instrumento de melhoria do ensino
(2019-06-05) Borges, Nieysila Simara da Silva Castro; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000
The internal institutional evaluation constitutes a relevant process for the institutions to analyze them practices, to learn about themselves, to identify potentialities and fragilities and to improve them pedagogica l project. The research is part of the Management and Organization of Pedagogical Spaces in Professional and Technological Education and aimed to build a proposal for an internal institutional evaluation for the medium level technical professional educati on (EPTNM) courses at the IFMA Campus Grajaú, to improve of teaching practices and the strengthening of integral human formation. Duri ng the methodological course, had adopted the qualitative approach, participant research as a method and the technique of conversation group . Representatives of the teaching, student, techni cal administrative and parent/ guardian segments participated in the talks. The conversational group intended to discuss theoretical and methodological elements for the structuring of a p roposal of internal institutional evaluation that meets the specificities of the technical courses of average level. The study made possible the understanding of the need of the participation of the actors of the school and systematized theoretical contrib ution to support the internal institutional evaluation in the EPTNM courses. The educational product developed in the research indicated theoretical and methodological orientations for the implementation of the internal institutional evaluation for the cou rses of EP TNM with intent to the institutional self knowledge and the improvem ent of the teaching. It is hope that the proposal will allow a process, participative and formative, analysis of the practices and provide important subsidies for the decision ma king around the improvement of teaching, in the scope of professional and technological education.
Benefício creche: análise dos impactos na formação omnilateral dos discentes no Campus Eirunepé-IFAM
(2024-06-04) Silva, Renata Brelaz Gondim e; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Mariano, Sangelita Miranda Franco; http://lattes.cnpq.br/1240496516313247; Mourão, Arminda Rachel Botelho; http://lattes.cnpq.br/3864748731992379
Research developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), linked to the Organization and Memories of Pedagogical Spaces in Professional and Technological Education Research Line. The general objective of the work was to analyze the impact of the Creche Benefit on the omnilateral training of students at the Ifam Eirunepé Campus. To meet this objective, we seek to discuss the daycare benefit and its implications for the omnilateral training of EPTNM students; evaluate how this public policy directly impacts the continuity of students in the educational environment and their academic performance; as well as preparing a video and a portfolio that expanded information related to the daycare benefit. The research is qualitative in nature, using documents and interviews to generate data. The research participants were seven students served by the daycare benefit between 2017 and 2022, and the Eirunepé-IFAM Campus was the locus of the research. The data produced was analyzed using the Bardin content analysis technique (2016). The analysis of the impact of the Creche Benefit on the omnilateral training of students at Ifam's Eirunepé Campus revealed significant benefits, such as improving the academic concentration of students with young children, enabling greater participation in extracurricular activities and better academic performance. Furthermore, there was an increase in retention and completion of courses by beneficiaries. However, difficulties included logistical challenges in organizing time between studying, childcare and participation in academic activities, as well as budgetary limitations that impacted the adequate provision of daycare services, affecting some students who were unable to fully benefit from the program.
Caminhos para a práxis: formação continuada para professores da EPTNM na modalidade de EJA na perspectiva da metodologia da problematização com o Arco de Maguerez
(2019-12-10) Duarte, Tayna Bento de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245
This Research aims to present the continuous training teachers program of EPTNM (Technological High School Education Program), an EJA (Youth and Adult Teachings) study program undertaken, based on an educational product. This product was developed with the Arch of Maguerez approach, with problematization teaching methodology, as the main result of a previous research, “Teachers Based Instructional continuity from EPTNM (EJA modality) Problematization Methodology with Arch of Maguerez approach”. The teachers training program aims to raise the educational know-how in EPTNM (EJA), by creating productive deliberation experience and knowledge exchanges, for different teachers abilities according to the courses expertises proposal. This perspective searches to provide new standards for the educational know-how, by connecting conceptions and principles from EPTNM (EJA Program) and the teachers backgrounds. Still at this context, the educational product scenarios represents the core of the Arch of Maguerez approach, implementing formative procedures on a live experience environment, with a unified and collaborative ambience.
Caminhos para efetivação do currículo integrado na educação profissional e tecnológica de nível médio (EPTNM): a importância do pedagogo – guia informativo
(2020-08-28) Memória, Francilene da Silva; Stefanuto, Vanderlei Antonio; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Jocélia Barbosa
The informative Guide "Paths for the implementation of the Integrated Curriculum in Professional and Technological Education at Middle Level (EPTNM): The importance of the pedagogue", is structured based on the information obtained through interviews with pedagogical staff of the Federal Institute of Education, Science and Technology of Amazonas - Campus Zona Leste (CMZL), participants in the master's research: "The Pedagogue in the implementation of the Integrated Curriculum in Professional and Technological Education at Middle Level (EPTNM)", conducted under the guidance of Professor Dr. Vanderlei Antônio Stefanuto. It is located on Line 02, of the Post-Graduate Program in Professional and Technological Education (PROFEPT), "Organization and Memories of Educational Spaces in EFA", nucleated in the macro project 06 "Organization of Educational Spaces in EFA". This educational product has as a general objective to establish an understanding of the effectiveness of the integrated curriculum, stimulating attitudes of interest, and concerns about the knowledge of the subject. Based on these subjects' statements, the importance and limitations of the proposal of the Integrated Curriculum became plausible, within the educational context studied, and the difficulty of promoting new ideas and practices, which almost always conflict with the immediate reality of the school and society. Thus, we believe that this material constitutes another contribution to subsidize the pedagogist's praxis in the search for the implementation of practices that are close to an integral education at EPTNM.
Construindo uma proposta educativa de EPT: de mão em mão ensinando no campo com os fios, a palha e o barro
(2020-08-07) Fonseca, Marlece Melo; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Cardoso, Sérgio Ricardo Pereira; Silva, Simone Souza
This educational product results from the dissertation entitled Hand in hand in peasant territory weaving an educational and training proposal for work Its purpose is to guide and support the discussion of an educational and training proposal for and through work in a non formal education space in peasant territory The discussion of the proposal intends to identify the identity of the educational institution and its articulation with the territory and the community The product is divided into four parts The “ indicates the objectives of the educational product and its relationship with the study developed in the master's degree The second topic “Participatory planning and field education” presents the participatory planning model proposed by Gandin 1994 2001 The third topic “Non formal spaces for education for work in the peasant territory” refers to educational and training work in non formal spaces for education for work in the peasant territory The fourth topic “Workshops for the construction of the training proposal” presents the organization, operation and procedures of the workshops for preparing the educational and training proposal, planned in three moments ::( Workshop 1 refers to the Reference Framework situational doctrinal operative the ideal of the institution ;;( Workshop 2 mentions the “Diagnosis comparison between the ideal and the real” discusses the fundamentals of educational and training work ..(Workshop 3 “Programming concrete proposals for transformation” in which the activities are aimed at developing an action proposal for the educational and training work of the educational institution The principles that support the construction of the educational pedagogical proposal, bring the propositions of Caldart 2012 Arroyo 2006 Hage 2014 and Gandin 1994 We hope that this material will contribute to the construction and consolidation of educational institutions for work in peasant territory.
De bubuia no IFAM: um guia de orientação para ingressantes do ensino médio integrado
(2022-01-28) Cunha, Jessica de Almeida; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Salazar, Deuzilene Marques; Falcão, Nádia Maciel
De mãos dadas em território camponês tecendo uma proposta educativa e formativa para o trabalho
(2020-08-07) Fonseca, Marlece Melo; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Cardoso, Sérgio Ricardo Pereira; http://lattes.cnpq.br/2633846072420768; Silva, Simone Souza
The research entitled "Hand in hand in peasant territory weaving a formative proposal for work" presents itself as a contribution to the discussions on education through work and the collective and participative construction of the educational proposal of a non-governmental organization in peasant territory. The question that guided this research was: “how to build an educational and training proposal based on work as an educational principle for non-formal space in peasant territory?”. The study aimed to contribute to the construction of an educational and training proposal through participatory planning in non-formal space in peasant territory guided by work as an educational principle and incorporated participatory planning (GANDIN, 1994, 2002) as a theoretical framework to support the structure of the educational proposal. This research appropriates the qualitative approach using action research in the perspective of Barbier (2007) and was carried out at the Centro Educativo De Mãos Dadas located in the rural area of the municipality of Parintins-AM. Three rounds of conversations were held that focused on the Center and its articulation with the community and three workshops based on the stages of participatory planning, discussing the situational framework, diagnosis, and programming. The data were analyzed by means of the categorical analysis which, according to Bardin (2011), consists of breaking up the text into categorized and grouped categories according to inferential approximations. As a result, it became evident that the Centro De Mãos Dadas develops educational and training work and indicates the need for participatory planning to carry out pedagogical activities in rural areas. The Educational Product proposes a set of workshops that will subsidize the construction of an educational and training proposal for education through work in peasant territory based on participatory planning and work as an educational principle.
Dialogicidade entre o trabalho como princípio educativo no ensino médio integrado em ações de extensão do PIBEX/IFAM
(2023-04-28) Mota, Keila Neves da; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707
The research presents a study about the dialogicity that involves Professional and Technological Education (EPT) through the Extension in Integrated High School in the Institutional Program of Extension Scholarships - PIBEX, of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, on the aegis of Work as an Educational Principle. The general objective is to analyze the contributions of the Institutional Extension Scholarship Program (PIBEX), discussing its formative dimensions for integrated secondary education articulated to work as an educational principle. We sought to verify whether or not there is articulation between extensionist practices and work as an educational principle as one of the conceptual bases of professional and technological education (EPT). With regard to methodological procedures, the qualitative approach developed through interviews and questionnaire with coordinators of PIBEX/IFAM projects developed in 2020 was assumed and as analytical support Bardin's content analysis (2016) was used. From the research emerged the educational product that consisted of an e-book aimed at PIBEX coordinators with a view to enhancing the necessary dialogicity between extension and work as an educational principle in federal institutes, more specifically IFAM, involving Integrated High School students (EMI). The research results present an invitation to dialogue and reflection in reference to the predominant discourse that has permeated the choice of themes that subsidize the Extension Projects, induced by the area of academic formation and professional experience of the professor, requiring that the aspects of curriculum and contributions from the conceptual bases of the EPT present a certain indigence, which demonstrated the relevance of the proposal of the educational product in a formative conjuncture for these professors. Because, when approaching work as an educational principle, the statement refers to the relationship between work and education, in which the formative character of work and education is affirmed as a humanizing action through the development of all the potentialities of the human being, it is possible that such precepts are contemplated in the extension actions to scholarship students of Integrated Secondary Education (EMI). In this way, the expected contribution of the study to the field of EPT is the concatenation of extensionist practices with work as an educational principle, since the relationship between work and education is intertwined and understanding this interface is one of the structuring axes for the consolidation and the constant improvement of Integrated Secondary Education at EPT.
E-book: ensino médio integrado e a extensão: entre trilhas e saberes de caminhos do Programa Institucional de Bolsas de Extensão/PIBEX no IFAM
(2023-04-28) Mota, Keila Neves da; Salazar, Deuzilene Marques
This e-book is the materialized product of a research carried out in the Professional Master's Course in Professional and Technological Education (PROFEPT) of the Federal Institute of Education, Science and Technology of Amazonas - Campus Centro, in Manaus-AM, entitled "Saberes da IFAM: Between trails and paths of the Institutional Extension Scholarship Program/PIBEX”, whose research locus was IFAM and its Campis in the state of Amazonas. The E-book addresses in its methodological assumptions how to establish the dialogicity of Professional and Technological Education, having work as an educational principle based on PIBEX extension actions in integrated secondary education. Destined for teachers, this material contemplates in its historical and social approach the commitment of the Federal Institutes with a human and professional formation. In this way, the objective is to present the articulations in the actions of PIBEX/IFAM, through a dialogicity, and its contribution to the formative process of the scholarship holders of the Integrated Secondary Education (EMI), corroborating the work as an educational principle. The research identified that the e-book can contribute to the Extension actions in the Institutes, and thus it will expand systematized perspectives in order to submit projects with intentions to a pedagogical practice focused on work as an educational principle, one of the conceptual bases of EPT.
Educação física e a formação omnilateral: planejando o ensino para uma partida histórico-critica
(2023-03-06) Boaventura, Alessandra Bárbara César de Freitas; Salazar, Deuzilene Marques
This product is a course in a Virtual Learning Environment, whose target audience are Physical Education teachers, in order to encourage critical reflection on the role of Physical Education in Professional and Technological Education, as well as the importance of working on pedagogical practices that lead the student to a critical and emancipated performance of the contents proposed in the discipline.
Educação inclusiva: uma abordagem acerca das políticas de inclusão para a permanência escolar no IFAM Campus Manaus Centro
(2022-02-16) Cunha, Karen Pontes da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Reis, Joab Grana
Inclusion is a topic discussed in Brazil in all spheres: social, academic, in the context of employability, among others, since historically we live in a country with serious social distortions, reflected in the educational scope as well, the focus of this study. The aim of this research is to analyze inclusive policies and their importance for the permanence of students in the Integrated High School of IFAM Campus Manaus Centro from the perspective of inclusive education. The focus on inclusive policies is justified by their importance as a tool for the promotion of inclusion within technological and professional education, since these policies act in the face of social inequalities manifested in the school, which denotes that the democratization of access does not guarantee the democratization of permanence. In this perspective, inclusive education is chosen as a guiding concept, since it recognizes all students as learning subjects, implying, therefore, a dimension of totality that involves the inclusion of people with disabilities and high abilities; of young people and adults; in vulnerability etc. From this perspective, there is the challenge of thinking about policies based on values that emphasize differences, based on social, cultural, ethnic, nutritional, pedagogical aspects, among others that may imply school permanence. Among the authors with whom we dialogue are: Mantoan (2003), Carvalho (2014), Oliveira and Padilha (2013) who discuss and defend the perspective of inclusive education. About the methodological aspect, the Case Study was used as an investigation method, once it allows the analysis of complex problems in their context. In total, 05 teachers and 09 education technicians participated in the research. To obtain the data, the following techniques were applied of online way: semi-structured interviews, conversation circles and questionnaires. For the treatment and interpretation of data, the Content Analysis strategy was used. In general, the results show that inclusion policies are focused on two main groups: students in social vulnerability and disabilities. It also revealed that despite their focused character, they are important tools for facing social inequalities. Based on praxis in education, through which a coherent and reflective dialogue between theory and practice is established, the Informative Guide “We on the crossing: from the school that integrates to the school that includes” was prepared, which will contribute to the constitution of IFAM CMC as a more inclusive space, with a view to raise reflections that can impact and transform pedagogical practices aligned with the perspective of inclusive education. Finally, this study is incorporated in the research line called Organization and Memories of Pedagogical Spaces in Professional and Technological Education - macroproject 6 which houses projects that work on issues related to the organization and planning of formal and non-formal pedagogical spaces, research, teaching, extension and EPT management.
Educação inovadora: uma possibilidade na EPT
(2019-12-27) Serrão, Yoli Glenda da Silva; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746
Professional and Technological Education has historically been associated with compensatory education for the working class; however, many educators have tried to build teaching based on a methodology that allows the construction of a less unequal and more participative society. This bibliographic, documentary and descriptive research aims to analyze the contributions of participatory planning to the implementation of the Escola da Ponte Methodology in EPTNM Courses at IFAM, as well as the importance of re-signifying teachers for this break of paradigms based so strongly on professional education. The theoretical contribution was based on the ideas and perceptions of authors such as Paulo Freire, Saviani, Ciavatta, José Pacheco, among others. The methodology used in this research with regard to the approach is qualitative; as for nature it is Basic; in relation to the objectives, it is of the Descriptive type, with bibliographic and documentary research procedures, with direct observation to two of the schools described in the present work. To analyze the data collected in publications and audiovisuals, Content Analysis and some theoretical assumptions of Textual Discourse Analysis are used, with a predominance of thematic content analysis. Being a research of phenomenological methodology, since it uses the experiences of students and educators published in books and other audiovisual documents. As an educational product, the preparation of an orientation booklet regarding Participatory Planning in the Escola da Ponte Methodology and its implications for Professional and Technological Education (EPT) was considered.
Educação profissional técnica de nível médio na modalidade de educação de jovens e adultos: uma reflexão sobre a prática pedagógica docente
(2019-12-10) Duarte, Tayna Bento de Souza; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245
The Technological High School Education Program (EPTNM), implements the study program called Youth and Adult Teachings (EJA). This study program is part of the Brazilian National Integration Program for Professional and Basic Education from Youth and Adult Teachings (PROEJA). This government education program aims to increase the professional scholarity, by setting up new standards for the teacher’s education know-how, which must be orchestrated with the courses expertises proposals. At this context, the teachers education know-how refers to theoretical and practical activities, with assessments between the teachers. This research was accomplished at Graduate Professional and Technological Education Program (ProfEPT), and engaged on a research group, name Control and Management from Pedagogical Clearances on Professional and Technological Education. The main goal of this research is to analyze how the theoretical intercessions from EPTNM acts in EJA, according to the continuous undergraduate program, with the problematization teaching methodology, which allouds the teacher to have a syntonized feedback of the education process, building a live loop classroom dynamics. The research workshops were hold on the Federal Institute of Amazonas (IFAM), Manaus’ City Center Campus (CMC), and the participants were the teachers from the Mechanical High School Undergraduate Program from the daytime shift of EJA. The qualitative approach was used, according to the Action Research method and the main result was a continuous educating workshop, constructed with the problematization methodology in consonance with the Arch of Manguerez. The concepts of the Arch encompass, objectives, concepts and principles to justify the EPTNM’s courses proposals from PROEJA. The Workshops were divided in stages, each stage is an important part of the framework methodology, and these requirements were looking forward to the teacher’s reflexive práxis, aiming the changing processes on the classroom standards. The pedagogical teaching práxis on EJA, presenting new perspectives to the teacher’s labor, accomplishing knowledge from student rights in different ages on the study program. The most feasible result is the educational product, reconstructing scenarios to represent the core of the Arch of Manguerez approach, implementing formative procedures on a live experience environment, with a unified and collaborative ambience.
O ensino das funções orgânicas oxigenadas através da experimentação: uma proposta de ensino
(2017-06-26) Oliveira, Jaciara Lira de; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Gomes, Orleylson Cunha; http://lattes.cnpq.br/8539119341156789
This undergraduate thesis has as its objective to present a didactic sequence that teaches Oxigenated Organic Functions for the 3rd year of High School. This theme is important because a majority of the students present difficult in learning it. As a result of this thesis, the created didactic sequence is supported by the sequence in the unity 3, according to the author Zabala (1998) e have the following steps: 1) The teaching of Chemistry; 2) The teaching of oxygenated organic functions; 3) Propose of a didactic sequence that teaches oxygenated organic functions, divided in 6 moments shown here. 1st moment: presenting the content; 2nd moment: content approach; 3rd moment: experimental classes; 4th moment: exams; 5th moment: computer lab; 6th moment: molecular models confectionery workshop. In order to achieve that, it’s expected that the created didactic sequence contributes to a better understanding of the teachings of oxygenated organic functions for the high school. At the end of the experiment, the rise of interest of the students on the chemistry classes was clear, showing that the insertion of the sequence of learning was important to contribute to a new way of thinking about Chemistry.
O ensino de funções orgânicas oxigenadas: uma abordagem na perspectiva da pedagogia histórico-crítica
(2021-02-25) Cunha, Jefferson da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Oliveira Neto, Nilton Azevedo de; http://lattes.cnpq.br/9104921233492029
The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy (PHC) in integrated high school chemistry at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.