Navegando por Autor "Salazar, Deuzilene Marques"

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A carpoteca como instrumentalização do ensino de botânica no ensino médio fundamentada na pedagogia histórico-crítica
(2025-12-01) Monteiro, Vitória Guerra; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Mota, Keila Neves da; http://lattes.cnpq.br/0818006410878490
Botany, the branch of Biology that scientifically studies plants, offers essential insights for understanding and addressing contemporary challenges such as food scarcity and air pollution. Despite its relevance, the teaching of Botany faces difficulties, as it is often restricted to the memorization of content, making learning mechanized and decontextualized. This work aims to analyze the foundations of Historical-Critical Pedagogy (HCP) and its interrelations with the teaching of Botany, presenting a pedagogical proposal aimed at high school education. The use of an Amazonian carpological collection, that is, a collection of regional fruits, was proposed as a didactic resource during the implementation of HCP, allowing students direct interaction with botanical specimens. This is an applied research study with a qualitative approach, using direct or participant observation and two questionnaires as instruments: the first aimed at characterizing the participants' profile and the second at identifying prior knowledge about Botany. Data analysis was performed through tabulation and the creation of graphs in spreadsheets. This study was conducted with high school students from the Maria Madalena Santana de Lima State School, located in the eastern zone of Manaus, during their mandatory supervised internship. The results highlighted the importance of the principles of Historical-Cultural Heritage (HCP) in planning contextualized pedagogical proposals, as well as the relevance of constructing a carpological library as a teaching tool capable of enhancing student interest and understanding, contributing to their engagement and commitment to the Amazonian socioecological space.
A educação de jovens e adultos na formação inicial de professores: um olhar sobre os projetos pedagógicos e os trabalhos de conclusão dos cursos de licenciatura do IFAM-CMC
(2026-02-02) Assis, Andreza de Souza; Belizario, Maria Rutimar de Jesus; http://lattes.cnpq.br/8566010280932745; Belizario, Maria Rutimar de Jesus; http://lattes.cnpq.br/8566010280932745; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909
The research aimed, in general, to investigate how Youth and Adult Education (EJA) is addressed in the initial teacher training at the Federal Institute of Education, Science, and Technology of Amazonas – Manaus Center Campus (IFAM-CMC), based on the pedagogical projects of 2019 and the final papers of the teaching degree courses in Biological Sciences, Chemistry, Physics, and Mathematics, in the period from 2014 to 2024. The following specific objectives were defined: to discuss the normative documents and theoretical frameworks that underpin the integration of Youth and Adult Education in initial teacher training; to identify the presence of the EJA modality in pedagogical projects and final course papers; and to analyze the Supervised Internship as an essential formative space in the constitution of teacher identity based on the experience within the scope of the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA). The research presents qualitative approach (Gil, 2025), integrating bibliographic, documentary (Gil, 2002), and field-based (Marconi; Lakatos, 2003) nature procedures. In light of the analysis of Pedagogical Projects and Course Conclusion Papers, it was found that EJA is addressed in an incipient manner in the initial teacher training of the IFAM-CMC. In the Pedagogical Projects, EJA appears only in the general objective of the Mathematics Teaching Degree, in the mandatory course Organization and Legislation of Brazilian Education, and in the elective course Youth and Adult Education, which is present in the curriculum matrices of the Biology Teaching Degree, Mathematics Teaching Degree, and Chemistry Teaching Degree. As for the monographs, out of the 135 course conclusion papers, it was found that EJA appears in only seven studies, being predominantly addressed as pedagogical context. Based on the research experience developed and the work carried out within the scope of PROEJA, it is understood that teaching in Youth and Adult Education constitutes a formative process characterized by the appreciation of students' knowledge and its integration with scientific knowledge, setting up the classroom as a space for collective construction aimed at autonomy, emancipation, and social transformation.
Ações e estratégias pedagógicas na educação ambiental do ensino médio: uma revisão sistemática da literatura
(2025-12-01) Anjos, Zenaide Veloso dos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Mota, Keila Neves da; http://lattes.cnpq.br/0818006410878490
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.
Aprendizagem Tecnológica Ativa (ATA): um elo de dialogicidade para a formação humana integral no ensino médio integrado
(2025-03-28) Araújo, Gilmara Silva de; 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
Active Technological Learning (ATA) is a methodological teaching process that aims to articulate so-called active methodologies with resources from Digital Communication and Information Technologies (TDICs). From this perspective, we adopt this process based on Freire’s (1996; 2020) dialogic educational conception, which we believe contributes to the field of Professional and Technological Education (EPT), considering the Integral Human Formation of students with a focus on the teacher-student relationship. In light of this, we structured this investigation within a qualitative approach, encompassing documentary research linked to field research, with the locus being the Manacapuru Campus of the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Thus, the general objective of this research was to analyze the contributions of Active Technological Learning (ATA), articulated with the teaching and learning process, aiming to promote the Integral Human Formation of students in the Integrated High School (EMI) in Administration at IFAM Manacapuru Campus. To achieve this, questionnaires were applied to 20 participating students, and semi-structured interviews were conducted with seven teachers. Consequently, we collected a set of data analyzed through thematic and interpretative analysis (Severino, 2013) and content analysis (Bardin, 2020), using as a theoretical lens the studies of Leite (2018; 2020), Moran (2018), Ciavatta (2014), Moura (2015), Kuenzer (2015), among others. The results indicated that Active Technological Learning, aligned with the principles of Integral Human Formation and Freirean student centered learning, represents an innovative and viable pedagogical approach in the Integrated High School (EMI) at IFAM Manacapuru. We also identified that, despite the structural and methodological challenges revealed, there is collective recognition of ATA’s potential to overcome the limitations of traditional teaching and foster more dynamic and meaningful pedagogical practices. Furthermore, we found that although the participating teachers already incorporate active methodologies and digital technologies in their practices, there is a lack of theoretical systematization of these practices. Finally, the research presented an educational product proposal for EMI teachers, offering guidelines on how to integrate ATA into their pedagogical practices. The material included theoretical support, practical activities, examples of TDICs applications and active methodologies, suggestions for formative and diagnostic assessment, always in line with the principles of ATA. Given this, we emphasize the relevance of this material, applied and positively evaluated by the teachers at IFAM Manacapuru, as it aligns with the guidelines established by the Professional and Technological Education Master's Program (ProfEPT), considering the research line on Educational Practices in Professional and Technological Education (EPT).
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.
Curso de formação inicial e continuada de professores e coordenadores do itinerário formativo EPT para consecução de projetos integradores
(2025-03-26) Souza, Bruna Suzane os Santos; Salazar, Deuzilene Marques
Considerando os resultados coletados em entrevistas e roda de conversa realizados com profissionais do Itinerário Formativo Educação Profissional e Tecnológica da SEDUC-AM, ofertou-se o curso de formação continuada visando a consecução de Projetos Integradores de forma mais autônoma e a partir de uma perspectiva omnilateral. O produto tem aderência a Linha de Pesquisa de Organização e Memórias de Espaços Pedagógicos na Educação Profissional e Tecnológica (EPT) no Macroprojeto de Pesquisa Organização do currículo integrado na EPT, do Programa de Pós-Graduação em Educação Profissional e Tecnológica - ProfEPT. A partir do problema "Que informações são necessárias para que os professores da SEDUC-AM planejem Projetos Integradores que contribuam com a formação integral vislumbrando a omnilateralidade?" Definiu-se como objetivo geral: apresentar os aportes necessários para a consecução de Projetos Integradores para o itinerário EPT a partir de uma perspectiva omnilateral. Quantos aos objetivos específicos definiu-se: a) Incorporar os princípios da formação omnilateral na rede estadual de ensino enquanto ofertante do itinerário EPT; b) Apresentar uma proposta de reflexão sobre a função política e pedagógica de Projeto Integrador; c) Estimular da mobilização entre os docentes de diferentes áreas de conhecimento para a consecução de projetos integradores de forma interdisciplinar. Visando atender aos objetivos, organizou-se os seguintes módulos: Módulo 1: Reflexões acerca da formação profissional; Módulo 2: Ensino Médio integrado e a formação omnilateral; Módulo 3: Os labirintos institucionais e os fios de Ariadne dos planos prontos; Módulo 4: O Projeto Integrador vislumbrando a omnilateralidade. O curso foi realizado na plataforma Modular Object-Oriented Dynamic Learning Environment (Moodle), por se tratar de ferramenta e ambiente adequados para a oferta do produto educacional. Os resultados referentes a aplicação do produto educacional mostram que é possível propor princípios pedagógicos que orientem a implementação dos PI no Itinerário Formativo da EPT com vistas a formação omnilateral, desde que este processo inclua a promoção do diálogo entre disciplinas propedêuticas e técnicas; fortalecer a formação continuada de professores, com foco em metodologias pedagógicas integradoras; evitar a redução da educação profissional à formação de mão de obra; criar espaços de diálogo e colaboração entre os atores do processo educativo, incluindo docentes, equipe técnico-pedagógica e estudantes; e revisar os projetos e propostas curriculares para alinhá-los às diretrizes da formação integral.
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.