Navegando por Autor "Silva, Cirlande Cabral da"

Agora exibindo 1 - 20 de 38

AJURI: guia prático para redução da evasão e da retenção escolar no IFAM Campus Manaus Centro
(2023-09-25) Farias, Érica Oliveira de Castro; Silva, Cirlande Cabral da
This practical guide is the result of master’s research entitled “Social inequalities in education and their impacts on the process of dropout and retention of high school students integrated into a Federal Institute during the pandemic period”. Its purpose is to present, based on concrete cases, social problems that may directly and/or indirectly aff ect the retention and dropout of integrated high school students, raising awareness not only for teachers, but also for other employees at the Manaus-Centro Campus regarding the impacts of social inequalities in education. It contains information regarding integrated secondary education, the role of multidisciplinary teams and suggestions for integrated activities. In addition, it presents a list of useful contacts for referring students to the attention network and also for reporting any form of rights violation.
Aprendizagem baseada em projetos aliada ao software Geogebra no ensino de Geometria: formação de professores do curso Técnico em Agropecuária
(2025-03-27) Martins, Jandson Carlos de Lima; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Menezes, Crediné Silva de; http://lattes.cnpq.br/5454484334693909
The proposed study was developed within the scope of the Professional Master's Program in Professional and Technological Education in the National Network (ProfEPT) and addressed the importance of active methodologies combined with the use of GeoGebra software in Geometry teaching. The main objective of the research is to provide teacher training through Project-Based Learning, combined with the use of GeoGebra software, to improve the teaching-learning process of Geometry in Technical Courses in Agriculture. The research locus was the Federal Institute of Education, Science, and Technology of Amazonas – Itacoatiara Campus. The study population consisted of teachers from the Technical Course in Agriculture and Mathematics who work with Geometry in their subjects, totaling a general group of five teachers. This is an exploratory, applied research with both qualitative and quantitative approaches, also known as mixed-methods research. The quantitative data allowed for the measurement of the issues collected, helping to understand the scope of the problems. On the other hand, the qualitative data allowed for working with the factors inherent to human relationships, enabling a broader view of the analyzed results. For data collection, techniques involving questionnaires and interviews were used, conducted both in person and online through Google Forms. For the treatment of the collected information, content analysis was used, which is highly relevant in qualitative research as it goes beyond meanings and simple data reading. It allows for the manipulation of messages to highlight indicators that infer another reality beyond the message itself. A Didactic Guide was developed with the aim of providing teachers with essential knowledge for constructing and applying a Didactic Sequence, integrating Active Methodologies into Geometry teaching. In this work, the importance of the Project-Based Learning methodology and interdisciplinarity was observed, enabling a more meaningful teaching-learning process and bringing satisfactory results both for the teacher, in their role as a guide, and for the student, in the development of various skills and actions that contributed to the construction of their knowledge. Furthermore, it is important to highlight the use of GeoGebra software as an excellent pedagogical resource, capable of providing an engaging, concrete, and investigative learning experience, serving as an effective tool for visualizing the more abstract concepts in Mathematics.
A aprendizagem baseada em projetos como instrumento de formação para o mundo do trabalho na EPTNM
(2025-03-26) Xavier, Adriane Campos Dinelly; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Weil, Andreza Gomes; http://lattes.cnpq.br/5253723857077661
The present dissertation aimed to investigate how Project-Based Learning (PBL) can contribute to the preparation of students in Secondary Technical and Vocational Education (EPTNM) for the world of work. The research objectives included understanding the socioeconomic reality of the students, identifying their perceptions of the world of work, examining institutional strategies aimed at fostering comprehension of this field, and developing an educational product based on PBL. The research was conducted using a qualitative approach, employing a multimethod strategy in the investigated field. The study was carried out with third-year students of the Integrated Technical High School Program in Mechatronics at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Distrito Industrial Campus (CMDI). Throughout the year 2024, various data collection instruments were applied, including questionnaires, brainstorming sessions, mind maps, and workshops. The data analysis technique used was Bardin’s (2011) content analysis, which enabled the exploration of meanings within communications. The findings indicate that most students come from low income families, with a diversity of characteristics, personalities, and aspirations, perceiving the institution as a means for academic and personal development. The analysis also emphasized that work, as an educational principle, is a central axis in the training offered by EPTNM. Students’ perceptions indicated a multifaceted understanding of the world of work, encompassing dimensions such as personal fulfillment, competitiveness, and precarious conditions. In this context, the results showed that PBL fostered a collaborative and reflective learning environment in which students took active roles in knowledge construction. The creation of practical outputs—such as podcasts, videos, and graphic materials—demonstrated students' engagement and ability to link theoretical content to real-world demands. Furthermore, PBL proved to be an effective instrument in fostering an understanding of the complexities of the labor market. As a result of the research, an educational product was developed: a didactic guide titled “The Project-Based Learning and the World of Work”, offering pedagogical guidance and strategies to support the implementation of PBL in the context of EPTNM.
Clube do silêncio: promovendo a cultura de paz para a formação humana integral na educação profissional e tecnológica
(2025-08-25) Lima, Erison Soares; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Gomes, Roberilton de Souza; http://lattes.cnpq.br/1098531935442556
This study, part of Research Line 1 of ProfEPT, focused on Educational Practices in Professional and Technological Education (EPT) and linked to Macroproject 1, investigates the benefits of the Silence Club (CS), a school support group, in promoting a Culture of Peace. Conducted at CETI Eng. Prof. Sérgio Alfredo Pessoa Figueiredo in Manaus, the main objective was to analyze how the CS contributes to Integral Human Formation (FHI), fostering a more welcoming and peaceful school environment. The research adopted a qualitative case study approach, using participant observation and semi-structured interviews conducted from June to August 2024 with 23 participants in the pilot test. Content analysis, based on Bardin (2016), categorized responses into dimensions such as welcoming, empathy, and resilience. The evaluation of the CS Implementation Guide was expanded in July 2025, with 8 additional participants, totaling 31. Results indicated that the CS, through activities like conversation circles, guided meditation, and free hugs, reduced bullying reports by 30% and strengthened socioemotional skills, such as emotional self-regulation and a sense of belonging. Participant testimonies highlighted impacts on resilience and self esteem. The integration of Amazonian cultural elements promoted inclusion, aligning with the ethics of care and Freirean praxis. The initiative proved counter-hegemonic, addressing symbolic violence and fostering a more supportive school environment, particularly in peripheral contexts marked by violence. The Silence Club Implementation Guide offers practical guidance for educators, featuring activities like guided meditation and conversation circles based on Nonviolent Communication. Structured in 12 sections, it incorporates Amazonian narratives, ensuring simplicity and adaptability to diverse contexts. The Silence Club demonstrated effectiveness in promoting a Culture of Peace and FHI, with potential for replication in public schools. Its integration into educational policies, such as the SEDUC AM program, is recommended to enhance its impact on mental health and school coexistence, reinforcing education as an act of care and transformation.
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
As desigualdades sociais na educação e seus impactos sobre o processo de evasão e retenção dos alunos do ensino médio integrado em um Instituto Federal no período de pandemia
(2023-09-25) Farias, Érica Oliveira de Castro; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Santos, Carolina Cássia Batista; http://lattes.cnpq.br/0183458578484951
The present study “Social inequalities at education and their impacts on the process of dropout and retention of high school students integrated into a Federal Institute during the pandemic period”. Its general objective is to understand how social inequalities are linked to the increase in dropout and retention of integrated high school students amid the new coronavirus pandemic scenario. The specific objectives are: a) Identify how the social context in which the student lives (situations of hunger, violence, unemployment) affect their academic life; b) Map out the main reasons that lead integrated high school students to drop out or get stuck; c)Evaluate whether the Student Assistance Policy contributed to preventing and/or alleviating dropout and retention situations during the pandemic period; d)Develop an educational product that provides preventive work to reduce dropout and retention levels in integrated secondary education during the pandemic period. As a research sample, we will have four (04) (former) students and two (02) students retained in the series of Secondary Level Technical Courses in Integrated Forms, in addition to two (02) pedagogues and two (02) social workers who do the pedagogical and social monitoring at IFAM/Campus Manaus-Centro, totaling 10 (ten) subjects. The research has a qualitative approach, structured in a case study, and is applied in nature. Field diaries based on observations, questionnaires and interviews will be used as data collection instruments. The collected data will be analyzed using Discursive Textual Analysis (ATD) according to Moraes and Galiazzi (2011), following the three (03) steps that make up the analysis cycle: 1) disassembling the texts, also called unitarization; 2) establishing relationships, called categorization and 3) capturing the emerging new that materializes in metatexts. The results obtained from the research indicate that social inequalities have a direct impact on school dropout and retention on the Manaus-Center campus and that it adds to other factors that concern the Institution itself in its way of organizing itself and dealing with demands. from the students. Given this result, an Educational Product entitled AJURI was developed: practical guide for reducing dropout and school retention at IFAM Campus Manaus - Center to be used by the academic community, especially teachers, on how social inequalities manifest themselves in the school environment, leading to evasion and retention in times of pandemic.
Desvendando o pensamento matemático no EMI: orientações e estratégias pedagógicas
(2024-04-24) Pessoa, Ângela Paula da Silva; Silva, Cirlande Cabral da
A educação socioemocional sob o olhar dos discentes
(2022-07-14) Campos, Cácia Samira de Sousa; Silva, Cirlande Cabral da
O ensino de tópicos de relatividade restrita: uma sequência didática investigativa utilizando vídeos como ferramenta sociocultural.
(2025-03-14) Batista, Kennedy Rufino; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Campos, Jose Galucio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035
Currently, we are surrounded by various technological conveniences provided by the internet, with easy access to videos of different genres across different platforms being one of them. The current educational context is not only influenced by schools and lessons taught by teachers but also by elements of the digital world, where students socially interact, seek entertainment, and have access to a wide range of information on scientific and fictional topics. Thus, this research sought to investigate the contributions that an Investigative Teaching Sequence (ITS), associated with sociocultural elements such as short video lessons and science outreach videos, can bring to the conceptual learning of topics in Special Relativity in a 3rd-year high school class at a public school in Amazonas. We used Inquiry-Based Science Education as a teaching methodology, based on the works of Ana Maria Pessoa de Carvalho. As a theoretical framework for planning the activities, we considered elements of Vygotsky's sociointeractionist theory, particularly regarding the sociocultural interactions of students with the digital world through videos. To achieve our objective, the research was structured in the following steps: (1) identifying the characteristics that attract students to watch videos; (2) creating a list of videos based on these characteristics; (3) qualitatively classifying the selected videos; (4) developing and applying the ITS; (5) analyzing students' perceptions of the elements present in the research. As a result, we found that the investigative practice integrated Inquiry-Based Learning with sociocultural elements, allowing students, while solving didactic problems related to these elements, to make observations, raise hypotheses, and construct justifications. This approach created an investigative environment that led students through a scientific process, albeit simplified, as proposed by Carvalho (2013). The contributions to learning became evident through the performance of the groups in the investigative activity and the results obtained in the test, which demonstrated the understanding of the Relativity topics covered. Furthermore, students' perceptions indicated that Inquiry-Based Learning, combined with the use of videos as a sociocultural tool, significantly contributed to understanding the main ideas of the topic and to the interaction among participants during the investigative activity.
O ensino do movimento retilíneo uniforme e uniformemente variado sob a perspectiva semiótica de Duval
(2025-04-25) Bata, Ismael Freire; Campus, José Galúcio; http://lattes.cnpq.br/0500936753469199; Campos, José Galúcio; http://lattes.cnpq.br/0500936753469199; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284
This research is characterized as a translational and field study with a qualitative approach, whose main objective is to investigate the contribution of using different representations of Uniform Rectilinear Motion (URM) and Uniformly Varied Rectilinear Motion (UVRM) to the conceptual teaching-learning process and problem-solving for 9th-grade students of Elementary School II. The results of this investigation stem from the implementation of a Didactic Sequence, with a teaching methodology grounded in Raymond Duval's Theory of Semiotic Representation Registers (TSRR), applied to 72 students from two 9th-grade classes of the Colégio Militar da Polícia Militar do Amazonas I (CMPM I), designated as the intervention group. To answer the research question, the learning gain in two tests was compared between the intervention group and the control group, consisting of seventy-eight students from two classes of the same school who received traditional teaching, using Hake's normalized gain. Additionally, the learning evolution within the intervention group was verified throughout the teaching-learning process resulting from the implementation of the TSRR-based methodology. The analysis of the results was conducted using the technique known as content analysis, aiming to examine and interpret the meanings present in the students' responses. The Hake factor demonstrated an average learning gain in the intervention group compared to the control group. Furthermore, the evolution of the intervention group's results between test 1 and test 2 suggests that the TSRR represents a promising methodological path for physics teaching, especially in content that allows for multiple representations. Finally, a Didactic Sequence (DS), developed and reformulated to overcome the learning difficulties identified in both the literature and the learning environment where we implemented its preliminary version, is presented as an educational product.
Entre pontes e abismos: a transição do ensino fundamental para o ensino médio integrado sob o olhar de alunos ingressantes
(2022-01-28) Cunha, Jessica de Almeida; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Salazar, Deuzilene Marques; Falcão, Nádia Maciel
The paper addresses the phenomenon of school transition between Elementary Education and Professional and Technological Education of Integrated High School. The subject was chosen after reflections on the matter during the Graduate Program in Professional and Technological Education. It aims to understand the way that students from the Public Schools of Manaus-AM (Brazil) perceive their transition from Elementary Education to Technical and Professional Education at the Campus Manaus Centro of the Federal Institute of Education, Science and Technology of Amazonas (IFAM-CMC). The research site was the Campus Manaus Centro of the Institute, and the subjects were 13 students entering technical courses in Chemistry and Informatics of Integrated High School. By a qualitative approach, data were collected through individual interviews, observation and field diaries, in order to better understand the investigated phenomenon. To analyze the data, this paper uses the Textual Discursive Analysis, which provided the result of the metatext entitled “Building bridges and crossing abysses: the phenomenon of transition from Elementary Education to Integrated High School”. The investigation points that the differences found between Elementary Education and Integrated High School are related to the difficulties encountered by students in this transition, and constitute what is called “abysses". It shows the workload and school curriculum as differences pointed out by students, and the routine, the personal organization, insecurities and loneliness when joining the IFAM-CMC as difficulties. The support of family and friends, the preparation carried out by the Elementary Schools, as well as the welcoming carried out by the Integrated High School are the “bridges” that facilitate that crossing. Based on that information, the Educational Product “Chilling at IFAM: a guide for newcomers in the Integrated High School” was created with the purpose of helping students in their transition from Elementary Education to Integrated High School at IFAM-CMC, providing information to students to solve the main challenges found in this research. It suggests that when moving from Elementary Education to Integrated High School, one should always try to facilitate the journey, reducing abysses and strengthening bridges.
Filosofia e ensino médio integrado do campus Óbidos do instituto federal do Pará: uma relação pautada na formação humana integral
(2021-08-30) Sena, Erika Viana de; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Costa, Mauro Gomes da; http://lattes.cnpq.br/5747563416494485
The Integral Human Formation (IHF) is a fundamental concept of Professional and Technological Education (PTE). The research development took place at Campus Óbidos of Instituto Federal do Pará, among students from System Development Technical Course. The main goal on this research is to understand how Philosophy can contribute on Integral Human Formation of students from Integrated High School (IHS). The path we follow to achieve the goal was explaining IHF concept, discussing the importance from IHF to HIS, comparing the goals from Philosophy learning to IHF, and verify within students perspective the achievement of IHF on their scholar experience. The tools used to data collet were electronic questionnaire, online focus group, and journal. The data analysis was done using Phenomenology method. It helps understanding facts and considers subjectivity as an important element on reality interpretation. We expect to demonstrate the importance of Philosophy to Integral Human Formation on students perspective. We could see from students speech that both Philosophy and humanities subjects are important to achieve Integral Human Formation and during our interactions we developed an Educational Product named Shal I draw it? Explaining IHF through stripes as a material to help other students to achieve good results on IHF even in other humanities subjects and contexts. The message transmitted on this Comic book is significant once it represents students voice that care and contribute to other students formation.
Futebol para a vida: o gol de placa é esse
(2019-05-24) Marinho, Josiane Moraes; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Peixoto, Marco Aurélio Nicolato; http://lattes.cnpq.br/2168810836048100; http://repositorio.ifam.edu.br/jspui/handle/4321/307
Physical Education, due to its historical milestones between 1964 and 1985, had for a long time been a purely sportivist treatise. Added to this, the conception of many in being considered the discipline of leisure and fun generated a distorted perception of its purpose and contribution within the school environment. Sport as a cultural phenomenon and postcard of the discipline is part of this distorted vision and, therefore, needs to be resignified. Thus, the educational product proposal aims to develop a board game, through soccer, with students from the Integrated Technical Course to High School, aiming at the Integral Human Formation of the students involved game was created, which gives students the knowledge of relevant themes based on the principles of Integral Human Formation. The educational product consists of discussing three themes, racism, machismo and homophobia in football in a playful, critical and reflective way. The intention of this proposal is to bring an opportunity of teaching and learning of Physical Education through new looks and methodologies for sports content. The proposal is presented in 4 moments of great importance for it to take effect. Firstly, a contextualization is made about the importance of games as a resource in teaching and learning; then we discuss about the importance of Physical Education for Integral Human Formation, later we describe about soccer and we make a brief contextualization under the themes that are approached in the game and finally we present the description and the operation of the same. We conclude with considerations about the possibilities in other disciplines with other subjects in order to contribute to the entire Professional and Technological Education network.
Futebol para a vida: o gol de placa é esse.
(2019-05-24) Marinho, Josiane Moraes; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Peixoto, Marco Aurélio Nicolato; http://lattes.cnpq.br/2168810836048100
This research emerged after joining the Post-Graduate Program in Vocational and Technological Education (PROFEPT), which provided me with analyzes and reflections about the contributions that Physical Education (PE) could have within Vocational and Technological Education (EFA) , as a contribution factor for the Integral Human Formation (FHI) of the students. The objective of the research was to develop practical activities, through soccer, aimed at the FHI of the students involved. The research site was the Federal Institute of Pará / Abaetetuba Campus and the subjects were 20 students from the Integrated Technical High School (EM) courses. Through a qualitative approach, we use as data collection the interview, direct observation, field diaries and the focus group, in order to better understand the object investigated. As a way of analyzing the data, we used the content analysis that provided the categories essential for our analysis, where we identified three: Distorted sense and devaluation of EF; EF as a key discipline in EPT and EF and contribution to FHI. For each category found, we write explanatory text. In the category, the distorted sense and the devaluation of EF, we perceive that this sense is something present and striking even today, where inadequate and deteriorated physical structures, the "ball rolling" taking the front of classes, the prevalence of the sport exclusively, the lack of contextualization with social themes, absence of teaching learning process and educational didactic planning, allow the discipline to be devalued and disassociated from the context that the FHI of EMI students seeks. In the category of EF, as a fundamental discipline in EPT, we realize that students do not associate the EMI with the idea of integrality of knowledge, politecnia, work as an educational principle that aims at FHI. However, in spite of all these factors, a large part understands that the discipline has its importance within the EFA as a discipline that diffuses knowledge that seeks to contribute beyond technical training and teachings of rules and gestures, which becomes fundamental in MS. Finally, in the EF category and the contribution to FHI, we realize that the FHI conception is still very vague and its relationship with EF for students is still a slow process, but it must be created and shared, since the idea to train the student not only for the job market, but for the world of work needs to be explored, developed, created, lived by all the actors that are part of the EFA. It is therefore necessary and emergent that EF and sport be re-signified so that we can make sense of the discipline and meaning to students within the context of EFA contributing to FHI. Thus, the development of this study was the creation of a board game, which contemplates themes such as racism, machismo and homophobia in soccer, giving not only new senses to sports practice, but also, providing new possibilities for teaching learning, thus expanding to other disciplines in the most diverse subjects.
Guia de apoio ao discente: programa socioassistencial estudantil do IFAM
(2023-04-19) Maia, Francisco Ripardo; Silva, Cirlande Cabral da
Guia de apoio: trabalho docente em Educação Profissional e Tecnológica
(2019-07-24) Sousa, Daniele Ferreira de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; http://repositorio.ifam.edu.br/jspui/handle/4321/309
This is an educational product linked to the dissertation “The senses attributed to work and teaching practice in Vocational and Technological Education”. It is a guide to the EPT / EBTT teacher, who can support their continuing education through selftraining as well as a resource to be used at any time. From the theoretical framework and the analysis of life histories collected during the research stage, it was possible to list topics to be addressed in this product. Therefore , the guide addresses issues related to vocational and technological education, its history and conceptual bases, to teaching work, identity and teaching knowledge; to the EPPT teacher and to the EBTT career and to the educational practices, aiming to contribute to the reflection and criticism of the teacher in EPT, since we assume that, with greater ownership of these themes, the teacher can better understand their educational context, their social importance, and thus , contribute to the formation and / or affirmation of their teaching. The guide is illustrated with speeches inspired by the research participants in order to foster identification and reciprocity with the target audience. The information contained in this product has been summarized, but it does contain indications of where to find more content on the topics addressed to those who are interested in furthering, as well as issues to instigate self-reflection.
Guia didático-instrucional: Inclusão escolar de alunos surdos: E agora, o que fazer?
(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; http://repositorio.ifam.edu.br/jspui/handle/4321/308
The inclusion of deaf students in regular education based on national educational legislation is a challenging reality, but already present in the school environment who need to organize and structure so that all the barriers and difficulties if turn on real access in the inclusive process of these students. In order to contribute to the inclusion of deaf students is made possible, the educational product Didactic Guide - Instructional: inclusion of deaf students - and now what to do? has the objective to provide the school community previous knowledge regarding deaf that will provide an inclusive process more conscious and close to the reality of this student. For this the first educational product will address matters of General knowledge about the deaf, in your second part will deal with issues related to inclusive pedagogical practice and finally will bring proposals for training through workshops, lecture and educational planning to be worked with teachers, educators, students and school community listener who live daily with these students in the school context. We craving that this guide is a tool to help in the implementation of actions in the educational institutions which allow a real inclusion of deaf students in regular school.
Guia do Ingressante no Ensino Médio Integrado: "Acolher para integrar, integrar para permanecer"
(2025-06-18) Viana, Herleide Batista; Silva, Cirlande Cabral da
Guia do usuário: inglês na palma da mão
(2021-7-20) Umbelino, Maria Lucilene Menezes; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Anglada-Rivera, José; Brito, Luiz Carlos Cerquinho de
A importância da educação socioemocional para os discentes no ensino médio integrado do IFPA Campus Itaituba
(2022-07-14) Campos, Cácia Samira de Sousa; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Siqueira, Thomaz Décio Abdalla; http://lattes.cnpq.br/6975046249673640
The study addresses the development of socio-emotional education, based on educational processes that meet the socio-emotional needs of students. It aims to understand the importance of socio-emotional education for students in the Integrated High School of the Federal Institute of Education, Science and Technology of the State of Pará (IFPA), Itaituba Campus. The research site was the IFPA Itaituba Campus and the subjects of study were 13 students from technical high school courses. Through a qualitative approach, this study uses the questionnaire, focus group, observation and field diaries as data collection, in order to better understand the phenomenon researched. For data analysis, Discursive Textual Analysis (DTA) was used, which resulted in the metatext entitled “Paths to the practical meanings of school: the phenomenon of socio-emotional education”. The study indicates the phenomenon of socio-emotional education as a need to prepare for life, in view of the practical meanings of the school, which permeate knowledge ranging from the world of work to the appreciation of emotions and much more. The meanings identified lead to the perception of the need for a edagogical approach that contemplates the students in a holistic way, considering their anxieties, difficulties, profiles and real needs. It also highlights the context of Covid-19 pandemic, marked by social and emotional damage, which highlighted the gap in schools related to the lack of assistance and strengthening of mental health. Based on this information, an Educational Product was created in video format, entitled "Socio-emotional education from students’ perspectives", aimed to subsidize the school community on how to work with socio-emotional education in a meaningful way, considering different student contexts. Its purpose is to address the educational action as a broad process, as the academic performance and action in different real-life settings must be understood from a comprehensive perspective, considering, not only instrumental intelligence but also the ability to manage emotions, affections and social relations, in view of the commitment to Integral Human Training.