Navegando por Autor "Silva, Josiani Mendes"

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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.
Avaliação da aprendizagem na formação continuada de professores dos anos iniciais do ensino fundamental I
(2023-01-12) Santiago, Reila Garcia; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Batista, Eliane
The dissertation "Assessment for Learning in the Continuing Education of Elementary School Teachers", developed in the line of research "Formative Processes of Teachers on the Technological Education" seeks to discuss an important point for education: Learning Assessment on the Continuing Teacher Education. This qualitative research aims to analyze how Elementary School Teachers are being prepared to take on the important role of evaluators. For that, we need to discuss and reflect on the Evaluation process on the Continuing Education of teachers, using authors such as Luckesi (2014), Hoffmann (2011), Demo (2004), Gatti (2014), Villas Boas and Soares (2016), among others, as a knowledge base on the subject. This research sought to answer the following question: How are teachers in the early years of Elementary School I being prepared to assume the essential role of evaluative teachers in the classroom? For the application of the research, we used a structured interview as a data collection tool. The research subjects were Elementary School Teachers that work in a public school in Manaus. The collected data was structured and interpreted according to the Bardin's Content Analysis technique (2016), which has 3 phases: 1) Pre Analysis; 2) Exploration of the material; and 3) treatment of the results. The analysis result indicates that teachers, after graduating from college and as they work as professors, are not fully ready to take on the role of evaluators, because they lack theoretical elements to support their evaluative practices, and can only rely on their experiences as students. The data also show the need of Continuing Education on Assessment of Learning through notes made by the interviewed teachers. With these results in mind, we proposed an Educational Product in the form of a Workshop. This workshop aims to help the Continuing Education in Assessment of Learning through discussion and reflection on the functions and objectives of assessment, and with that we hope to help the training of teachers on the subject. The product born from the research of the dissertation was subjected to an Ad-hoc commission, formed by the participants of the research, master teachers and doctors that work in the Basic Schools and Colleges. They made their contributions and approved the Educational Produc
Avaliação da aprendizagem: instrumentos e critérios avaliativos na formação inicial de professores
(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Eliane, Batista
This research deals with the evaluated instruments and criteria, in the context of learning assessment, by enabling reflections and dialogues, based on the experiences of undergraduate students in Biological Sciences and Chemistry. Understanding the importance of training these students, this research aims to develop a proposal for initial training, based on the statements of undergraduates on learning assessment, instruments and evaluation criteria at the Federal Institute of Education, Science and Technology of Amazonas - IFAM Campus Manaus Center. Therefore, it presents the evaluation of learning, instruments and evaluation criteria in teacher education, based on the views of Luckesi (2011), Perrenoud (1999), Pacheco (2002), Rossit and Storani (2010), among others. The research results from an exploratory and descriptive study, with a qualitative approach. For this, we used the questionnaire as an instrument, with questions that focus on the academic experiences of the undergraduates. Data were organized and interpreted using the Content Analysis Technique (Bardin, 2009), divided into three phases: 1) pre-analysis; 2) exploration of the material (coding and categorization) and 3) treatment of results: inference and interpretation of data. To evaluate the educational product, we submit to an Ad Hoc Committee, formed by specialist teachers, masters and doctors who work in basic and higher education and in training courses for teachers in public institutions. Thus, the results of the analyzes indicate that the undergraduates understand about the assessment of learning and the relevance of establishing instruments and criteria that serve to diagnose, monitor and intervene in the evaluation process, as well as pointing out that the most used instruments, from their experiences are objective and discursive tests, and little used, consider pre-tests and cooperative assessment. As for the evaluators trained by the Ad Hoc Committee, they issued a favorable opinion to the educational product, considering it valid in its objective of contributing to the training of licentiates.
Avaliação formativa: uma experiência de formação de professores mediada por tecnologia digital de informação e comunicação no município de Manacapuru
(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes; Silva, Josiani Mendes; Pacheco, Maria Lúcia Tinoco; Lima, Eliane Batista
The research proposes to discuss the assessment of learning from a formative perspective. This research was important because it treated assessment as a teaching and learning process from the perspective of formative assessment mediated by Digital Information and Communication Technologies. This research is of a qualitative nature, and aims to investigate how to lead teachers to broaden their perspective on assessment, and to include formative assessment, mediated by TDICs, in their teaching practice. In this way, relying on theorists Carpim (2020), Silva (2018), Villas Boas (2016), Luckesi (2014), Gatti (2014) among others, we discuss and reflect on the conceptions, characteristics, elements of formative assessment, as well as teacher training and assessment instruments. This research sought to answer the following problem: How to get teachers to reflect, within the scope of in-service training, on the adoption of formative assessment in teaching practice, based on experience with the use of TDICs? To achieve the proposed objectives, Yin's (2015) case study methodology was used. We chose this method as we considered it suitable for investigating the object of study, as it helped us to understand and interpret the phenomena surrounding formative assessment. The research participants were teachers, from rural areas, from the Municipal Education System, from the municipality of Manacapuru/Am. We used the focus group as a data collection technique to obtain research data. The data collected in the interviews were structured and interpreted using the Content Analysis Technique, according to Bardin (2016), structured in three phases: 1) pre analysis; 2) exploration of the material and 3) treatment of results. The analysis reveals that teachers, upon completing their initial training and facing their teaching responsibilities, are unprepared to assume the role of evaluators, as they lack theoretical foundations that support their evaluation practices. Instead, they believe in their past experiences as students. The data also highlights the need for continued training in learning assessment from a formative perspective, as indicated by the observations made by the interviewed teachers. In view of these results, we developed a proposal for an educational product, through a training entitled “Coffee with training: reflections on learning assessment from a formative perspective”, whose objective is to provide teachers with continued training in learning assessment from a formative perspective, through reflection and discussion about the evaluation action, as well as concepts, purposes and techniques of formative evaluation. To validate the proposal, we applied the product with a group of elementary school teachers in the final years of a municipal school in the city of Manacapuru/AM, located in a rural area. The teachers positively evaluated the coffee proposal with training based on its constituent elements, providing contributions and suggestions for improving the proposal.
Bacharel, tecnólogo e agora professor: a constituição da docência na educação profissional
(2022-02-25) Lins, Antonio Blanco Acioli; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707
Throughout history, Professional Education (PE) has not been on the agenda of effective policies for teacher training of professionals who work in this type of education, which has professionals with varied educational profiles who work as teachers there, often without having undergone pedagogical training. Thus, in this research, we sought to answer the following problem: How does the constitution of professional education teachers take place, having as reference the multiple dimensions of teaching knowledge? We aimed to analyze the constitution (formation, insertion in teaching, constituted knowledge, recognition as a teacher) of the teaching of non-licensed professionals who work in BS. As a theoretical basis to support this research we rely on authors who deal with the knowledge of teaching, such as Tardif (2012), Gauthier (2013), Pimenta (2012), and professional education, such as Kuenzer (2012), Machado (2008), Moura (2008) and others. The methodological path followed the assumptions of the qualitative approach with inspiration in the methodology of action research, having as institutional context the Center for Technological Education of Amazonas-CETAM. The research participants were 07 non-licensed professionals who work as teachers in technical professional education medium level, which responded to semi structured interviews organized according to a previous script of questions, transcribed and analyzed following the prerogatives of the spiral analysis proposed by Cresweel (2014). From the reports of the participating teachers, it was possible to learn that they entered the teaching profession due to lack of opportunities in the specific area and to supplement their salaries. Experiential knowledge is predominant in their practices, with emphasis on the models provided by former teachers and the specific knowledge built throughout their work activities. There were also reports about the difficulties derived from the deficiency of pedagogical knowledge. These results are consistent with the literature and reflect the lack of specific training to work in professional education, which historically, has always occurred through emergency actions and improvisation. Moreover, the research participants did not demonstrate clarity about teaching as a profession, considering here their theoretical and procedural knowledge. Considering the results of this research and the fact that it is articulated to a professional master's degree, we built, as an educational product, a Didactic Guide entitled "I am an PE teacher: what should I do? Expanding the knowledge for teaching in Vocational Education", aiming to contribute to the construction and expansion of teaching knowledge, especially the theoretical foundations of vocational education and pedagogical knowledge. Besides the didactic guide, a website (www.antoniolins.com) is produced composed of videos that discuss the guiding concepts of professional education, as well as concepts and terms related to pedagogical knowledge. The teachers considered the Didactic Guide, the Website, and the course to be very good in terms of design, language, objectives, and target audience, and considered it to be a pedagogical material of great value for the teaching work in PE. As future perspectives and taking into account the current context of political changes in teacher education, we understand that more reflection and discussions are need to address the specificity of the training profile for teaching in BS, aiming at the realization of an omnilateral training that can articulate work, science, technology and culture.
Café com formação: reflexões sobre avaliação da aprendizagem na perspectiva formativa
(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes
The continuing training “Coffee with training: reflections on learning assessment from a formative perspective” is the result of master's research entitled “Formative assessment: a teacher training experience mediated by Digital Information and Communication Technology in the municipality of Manacapuru” developed in the course Professional Master's Degree in Technological Education from the Postgraduate Program in Technological Education (PPGET) at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The purpose of this is to provide a space for reflection and dialogue on learning assessment from a formative perspective. Furthermore, through training actions between theory and practice, the participant will be able to (trans)form their conception and evaluation practice. This material is organized into two parts: the first, "Knowledge about Learning Assessment from a formative perspective", which presents the key concepts and foundations of the topic in question; and the second, where we present the "General characteristics of the café with training", containing the overview of the planning, the activity itineraries and the learning itinerary to be carried out by the participants. We highlight that the training café has a 15-hour workload, organized to take place in five face-to-face or online meetings, with 3 hours of discussion each day, in which we must include: dialogued classes that allow interaction between reflection, theory and practice; the development of participants’ creativity; supervised practices and the promotion of debates. Finally, we hope that this material can support training moments for teachers and a lot of learning.
Casos de ensino: uma abordagem pedagógica para a formação de professores no ensino com mediação tecnológica no Amazonas
(2021-02-12) Oliveira, Carolina de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia de; Silva, Josiani Mendes; Soares, Ana Paulina Aguiar
The research presented the challenges faced by the teachers of the Centro de Mídias de Educação do Amazonas of the State Education Department with the possibility of minimizing / overcoming the demands for improvement through teacher training using the case instruction method. The achievement of this objective was addressed by the pursuit of listening, observing and structuring the narratives in and out of classroom experiences where teaching is mediated by digital technology in distant communities including the most remote cities from Manaus. The foundation of this qualitative research was directed at the literature, which is now scarce in Brazil on Teaching Cases, Problem Cases, Method of the case in teacher education in the area of education and recognition, even if succinct, of the cultural, geographical and contextual diversity of the state of Amazonas. As for the specific objectives for the development of scientific writing Centro de Mídias sought to identify the demands of teaching work, identifying the teacher training process, developing teaching cases contextualized to teaching practice and, applying the Teaching Cases in pedagogical workshops for teacher training at the same institution. As an educational product disseminated by digital e-book five teaching cases were prepared in the format of short cases, entitled How does the boat come from? Call whoever has the key, The storm is coming, Send the material and Class was 10. Also in the e-book there was a brief overview of those involved in the research, in the theoretical part as support to the participant and the trainer guidance on how to prepare to maximize the use of experience with this training method. The e-book was named Da Várzea a Terra Firme making an analogy to the research process and its changes during writing, but also to show how teaching cases and their educational objectives can establish learning communities and provide personal training advantage and professional. In addition, teaching cases as didactic material contribute to the improvement of teaching practice and have the effect of inspiring teachers with different perspectives, suggestions about a situation, providing a safe environment to idealize solutions or decision making.
Curso Arumã e formação de professores na Amazônia: contributos para a educação especial
(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Silva, Josiani Mendes; Lemos, Cátia
One of the most fundamental questions when we deal with special education, conceiveing it as a way to fight against the exclusion process that has marked the entire history of people with disabilities, in a school context, concerns the role of teacher formation. Whether in the formation of graduate students or in the training of teachers in the field of action, this training, in addition to mastering techniques, didactics and pedagogical resources, must seek, mainly, a change of mentality in relation to disability, which, in turn, implies the deconstruction of concepts, visions, and school cultural practices that limit inclusive action. So, actions that have the emphsis in the teachers formation from the perspective os special education in an inclusive vision assume a responsability in this scenario, once offering a course of this nature is expected to enable those who mainly do so to rethink themselves as teachers, reflecting this reflexive action in pedagogical and school practices from then on in favor of social inclusion. In this way when we are treating with the formation of teachers in the perspective of inclusive education, we took the course called ARUMÃ/IFAM on the Manaus-Center campus, Instituto Federal do Amazonas, in an improvement format, that promoted in its editions, the direct formation of teachers and others education professionals as well as in capital and the countryside of the Amazonas state and Pará, reaching municipalities such as Iranduba, Presidente Figueiredo and Oriximiná. This work focused on offering the Arumã course in the period between 2010 and 2015, trying to answer the central question: What perspectives on special education were worked on with teachers who experienced a formation process offered by the Arumã/IFAM course? By the exposed, this research , a study case, in a qualitative approach, intended to investigate the scope of this formation, presenting an overview of the training offered by the Arumã course to teachers of basic education in special education, considering its formative proposal, in the documents referring to the editions of the course in the period in question. As a result, we may affirm that the actions of the Arumã helped to fill the gap in the inclusive process, that is, the formation of professionals for pedagogical work with special education stakeholders, so this research brings as a proposal for an educational product a curricular component to be included in teacher formation, entitled “Topics of Inclusive Literature and Deaf Literature”.
Curso de formação em avaliação da aprendizagem: aprendendo sobre instrumentos e critérios
(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Batista, Eliane; http://repositorio.ifam.edu.br/jspui/handle/4321/683
The assessment of learning directly collaborates with the teaching and learning process of students, for this it is necessary to think about which evaluation instruments and criteria are being adopted by educators in their pedagogical practice. The concept of assessment encompasses a variety of factors, ranging from an act of judgment to a quality judgment, considering the student's academic performance. It is understood that it is necessary to have initial training aimed at undergraduates and teachers so that they rethink their assessment practice and the role they are playing in their professions, consequently strengthening the assessment process in educational institutions. The purpose of the course is to train teachers for the conscious exercise of teaching with regard to the Assessment of learning, through instruments and criteria in spaces of initial or continuing education. The proposed course has a workload of 30 hours, taking place in person, with seven daily meetings, originating from a research developed in the Graduate Program in Technological Education, configuring itself as an educational product. Classes can be taught in a dialogued expository manner, with interaction between course participants through group dynamics, discussions and supervised practices.
Da várzea à terra firma: casos de ensino: uma abordagem pedagógica para formação de professores do ensino com mediação tecnológica no Amazonas
(2021-02-12) Oliveira, Carolina de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia de; Silva, Josiani Mendes; Soares, Ana Paulina Aguiar
This educational product is the result of an investigation process carried out in the Professional Master's Degree in Technological Teaching of the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is "Da Várzea a Terra Firme". And presented the challenges faced by the teachers of the Centro de Mídias de Educação do Amazonas of the State Education Department with the possibility of minimizing / overcoming the demands for improvement through teacher training using the case instruction method. The achievement of this objective was addressed by the pursuit of listening, observing and structuring the narratives in and out of classroom experiences where teaching is mediated by digital technology in distant communities including the most remote cities from Manaus. The e-book but also to show how teaching cases and their educational objectives can establish learning communities and provide personal training advantage and professional. In addition, teaching cases as didactic material contribute to the improvement of teaching practice and have the effect of inspiring teachers with different perspectives, suggestions about a situation, providing a safe environment to idealize solutions or decision making.
A formação de servidores da educação profissional e tecnológica em debate: uma proposta a partir da plataforma Moodle
(2021-03-30) Marinho, Jéssica Reis; Silva, Josiani Mendes; Silva, Josiani Mendes; Maciel, Emanoela Moreira; Souza, José Eurico de
This research, carried it out within the scope of the Professional Master's Degree in the Professional and Technological Education in The National Network (ProfPTE), it deals with the training of public employees to work in professional and technological education (PTE). That’s why includes the history and foundations of the PTE as a public policy socially referenced. The training of educators to work in the area is still a challenge to the Federal Network of Professional, Scientific and Technological Education (FNEPSTE). The scenario of the discussions and the research locus is the Federal Institute of Amazonas (IFAM), Campus Parintins. In addition, it aims to investigate how IFAM has provided training experiences in PTE to its employees, with a view to prepare them for the offer of a teaching based on the integral training of students. In this sense, qualitative research was chosen as the typology of this investigation which treatment and analysis of the data were embodied through the Bardin Content Analysis method (2011). The process of categorization of the collected corpus generated two themes of analysis that approaches the "training experiences in PTE" through which the employees have been passed by and their "perceptions" about the field of professional and technological education. These analysis themes provide data that reveal whether they have experienced specific formative processes in PTE throughout the professional practice in the face of other types of training, as well as the knowledge accumulated in the area, in addition, knowledge in PTE has been applied in their professional practices. Among the main discoveries, it is highlighted that few formative experiences have been specifically focused on the conceptual understanding of PTE, including its bases, foundations and history. And that has reflected in the perceptions of the employees about the PTE policy in regarding to the accumulated knowledge about the area and how they have applied the knowledge in their work activities as educators. The term "educator" is used here for both teachers and administrative technicians in education (ATE). It is concluded that the training of servers channels in PTE, within the scope of IFAM–CPA, need to be expanded with a view to democratize knowledge of extreme relevance for the development of the professional practice of educators, as well as contributing to the strengthening of the political-pedagogical aspect that seeks to offer unilateral training to students in counterpoint to the alienating pragmatism that persists in the arena of dispute of curricula within the policy of the professional education. The results of the research also supported the materialization of the educational product called "Introduction to the history of the Professional and Technological Education in Brazil and its Conceptual Bases" which target audience are the area educators, especially those of IFAM, and which aims to provide a basic training tool on these topics.
A formação integral e as legislações norteadoras da EPT: um recorte com foco nas contribuições para a formação discente
(2022-04-26) Nicolau, Paulo Roberto Arce; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535
Vocational and Technological Education (EPT) is a teaching modality that is directly linked to the world of work. This relationship, however, cannot be seen as a mere preparation for the job market, a situation that, according to scholars such as Moura (2003), Ciavatta (2014) and Frigotto (2011), occurs in several institutions. In this dissertation, we sought, in addition to the debate about the bases that guide the EPT, to take a look at the relevance that the laws express in this educational modality. In this way, it started with the following general objective: to understand the feasibility of fundamentals of Integral Human Formation, through the problematization of student knowledge about the laws and conceptual bases of the EPT, in view of the Integrated High School of IFAM, Campus Manaus Centro. To this end, the qualitative research approach was followed (SEVERINO, 2013), initially carrying out a bibliographic discussion linked to documentary research, later moving on to field research with the help of remote communication tools. In this one, the questionnaire with open and closed questions (RICHARDSON, 2012) was used as a data collection instrument, applied to 12 students of the integrated high school technical course in Chemistry. After that, the interpretative analysis was carried out (SEVERINO, 2013) with the support of the statistical representation, in the questions of a closed nature, and, for the open questions, the Content Analysis, by Bardin (2016). In addition, an educational product was created in a blog format – called “Integrados” – in order to contribute as an intervention proposal in the observed gaps. As a general result, it was found that the feasibility of the EPT's fundamentals, as well as its laws, can be achieved in stages, ranging from the basic knowledge of teachers and students regarding the principles of EPT, to the elaboration of an intervention proposal that can be carried out within a teaching and learning context. Therefore, a constant approach to the theme is needed in institutions that offer the educational modality of EPT, especially in IF, since the form of offering EMI is seen as a possible crossing for integral human formation.
Introdução à história da educação profissional e tecnológica (EPT) no Brasil e suas bases conceituais
(2021-03-30) Marinho, Jéssica Reis; Silva, Josiani Mendes; Silva, Josiani Mendes; Maciel, Emanoela Moreira; Souza, José Eurico de
This educational product, entitled "Introduction to the History of the Professional and Technological Education in Brazil and its conceptual bases", materialized from the results of the master's research entitled "Training of the Professional and Technological Education Public employees in Debate: a proposal from the Moodle platform", generated under the Professional Master's Program in Professional Education in National Network (ProfPTE) - Ifam Campus Manaus Center.This product consists of an initial training course, implemented in the Moodle platform, for educators who work in the PTE and who wish to initiate contact with the study of fundamental themes of the area from the approach of its history and its conceptual bases.The research from which this product was originated pointed out that there is few offer of continuing education in PTE, especially in regard to the study of its foundations and historicity as educational public policy socially referenced. In this sense, the results of the research and the guidelines for the products of the referred professional master's degree matched this proposal, constituted after the evaluation and validation by the research participants. The course is structured in two modules, with evaluation stages and with the availability of teaching resources and that, at the end of the studies is generated certification for the students. The proposal aims to contribute to the increase of the offer of knowledge about PTE before the educators who work daily in professional educational institutions of the Federal Network for the Professional, Scientific and Technological Education. It is expected that the knowledge offered in this course can contribute to the strengthening of the Brazilian PTE and its Network from the continued training of its employees and that this can positively impact their ethical-political posture in the defense of a professional education model committed to the integral training of the students with the generation of science and technology at the service of the collective.
Oficina de formação continuada em avaliação da aprendizagem: funções e finalidades
(2023-01-12) Santiago, Reila Garcia; Silva, Josiani Mendes
The "Continuing Education Workshop on Assessment for Learning: Functions and objectives" is the result of the dissertation "Assessment for Learning on the Continuing Education of Elementary School Teachers” developed on the Professional Master's Degree in Technological Teaching of the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The main goal of the workshop is to collaborate with the study of the proposed theme, helping in the teacher's learning through the discussion and reflection about the Functions and Objectives of Assessment. This material is organized in two parts: The first is "Basic Knowledge about the Assessment for Learning", which presents the key concepts and the foundations of the topic in discussion. The second part is the "Workshop Manual", which contains the planning, the scripts, and the activities proposed for each encounter. The workshop has a total workload of 16 hours allocated in 4 face-to-face meetings, each with 4 hours of discussion. Each meeting will include: Classes that allow the interaction between reflection, theory and practice; the development of the participants' creativity; supervised practices and proposed discussions. We hope that this material can provided meaningful learning moments to the teachers.
Pedagogia da alternância e a atuação docente: uma experiência com o Proeja indígena no IFAM Campus Maués (2018-2023)
(2023-10-20) Vieira, Silvia Carvalho; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Melo, André de Oliveira
The present study aims to analyze the formative dimension of teachers through the experienced gained at the Federal Institute of Amazonas, Maués campus, and its contributions to the development of specific education in indigenous land in the municipality of Maués, located in the state of Amazonas. The study seeks to investigate how this involvement contributes to teacher development and differentiated education in the indigenous community. The research was conducted in a specific context, in which participating teachers were directly engaged with the indigenous community located on Michiles Island, in the lower Amazon region, as part of an educational organization proposal developed for this space, based on the Pedagogy of Alternation. This teaching approach was implemented with the Sateré-Mawé indigenous people, between the years 2018 and 2023, in the context of the technical course in agroecology aimed at youth and adults. Regarding the methodology, we adopted a qualitative approach for the research, as this strategy is not translated into numbers. We sought to verify the relationship between reality and the object of study, obtaining interpretations through discursive textual analysis to deepen the understanding of a specific social group – in this case, teachers from IFAM Maués who were involved in Indigenous EJA/PROEJA. We conducted observations, field visits, questionnaire administration, semi-structured interviews with teachers, and analysis of institutional documents. The research was developed in close collaboration with teachers and the local indigenous community, ensuring active participation of those involved. The study highlights the importance of teacher training and adaptation of pedagogical methodology to the particularities of the indigenous context. Additionally, we describe the creation of an Educational Product, a Guide that presents principles and guidelines for technological education in the Pedagogy of Alternation within the context of Indigenous PROEJA, using this experience as inspiration. The aim is to assist other teachers seeking to understand and engage in this educational context. For the development of this material, we employed the following methodology: the research conducted is of a qualitative nature and was organized through the following stages: Field observation and investigation, implementation, and evaluation. The evaluation was based on the layers mentioned by Mendonça et al. (2022). In this regard, we aimed to verify whether the educational product encompasses the four mentioned layers: conceptual, didactic-pedagogical, communicational, aesthetic, and functional. According to the author, these layers should be present in an educational product and were evaluated using a Likert scale assessment form. The evaluation was carried out by a committee of experts composed of professors from the Federal Institute of Amazonas.t.
Plano pedagógico para coordenadores de cursos: práxis educativa na Educação Profissional e Tecnológica
(2022-05-25) Souza, Pedro Santarém de; Silva, Josiani Mendes
The proposal of this educational product is a Pedagogical Plan considering the main activities to guide educational praxis in the face of the challenges of course coordination, being the result of the research work related to Course Coordination in Professional and Technological Education of Secondary Level (EPTNM). In addition, this educational material includes a scope of educational actions related to the technical-pedagogical advice of the multiprofessional team of coordinators who operate courses in different technological axes in the offer of courses in the municipalities of the interior of Amazonas, therefore, our purpose is to favor the pedagogical work of the course coordinator, especially in the actions of planning, execution, analysis of educational results and improvement of the teaching and learningprocess. The educational product aims to contribute to the know-how ofthe course coordinator, having as a guideline the reflection on their educational praxis and the constant need to study and deepen the theoretical, scientific and methodological bases of Vocational and Technological Education (EPT), of this In this way, the material presents a plan for the organization of technical-pedagogical activities, based on the work developed by the multiprofessional team within the scope of the Technical Training Coordination sector (Fortec) of the Technological Education Center of Amazonas (Cetam). Therefore, the Pedagogical