Navegando por Autor "Trindade, Deilson do Carmo"

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Gênero na organização do currículo integrado dos cursos técnicos de nível médio na forma integrada
(2025-08-29) Gusmão, Lucy Lany Ribeiro; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paixão, Shigeaki Ueki Alves da; http://lattes.cnpq.br/0325797446283826
This study investigated the presence of gender issues in the integrated mid-level building construction technical course at the Federal Institute of Amazonas (IFAM), Manaus Centro Campus (CMC). Given the scarcity of academic literature on this topic at the institution and recognizing its crucial role in integrated human development, this research aims to analyze gender issues in the integrated curriculum, focusing on the Building Construction Technical Course at IFAM – Manaus Centro Campus. By identifying and exploring opportunities for discussing gender relations in the Course Pedagogical Project (CPP), and in the understanding and conception of teachers, it is essential to develop an educational product that includes gender issues in Vocational and Technological Education (VTE). This research is qualitative in nature; data were collected through eight interviews with teachers who currently and have previously worked in the building construction technical course. Data were analyzed using Moraes and Galiazzi's (2020) Discursive Textual Analysis (DTA). The research findings revealed that gender issues manifest themselves in the institution's daily life in a variety of ways, highlighting the need for ongoing training to empower professionals to address emerging issues. In this context, we developed a guide as an Educational Product titled "Guide to Possible Worlds: Teacher Training and Gender in the IFAM Mid-Level Technician Program," for use by teachers and educators to critically reflect on these issues and develop more inclusive curricular planning. The material provides a theoretical and pedagogical foundation for ongoing training, enabling the appropriation of theories and suggested activities for addressing gender issues.
Guia para mundos possíveis: Formação docente e gênero no técnico de nível médio no IFAM
(2025-08-29) Gusmão, Lucy Lany Ribeiro; Trindade, Deilson do Carmo
Projeto integrador no curso técnico subsequente de enfermagem do CETAM: possibilidades para a formação politécnica
(2024-03-15) Gomes, Márcia Fernanda Izidorio; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Gomes, Salatiel da Rocha; http://lattes.cnpq.br/4733917438143300
This work is based on the line of research “Organization and Memories of Pedagogical Spaces in Professional and Technological Education”, the bases of which are presented in the macroproject “Organization and management of pedagogical spaces in EPT”. The objective is to understand the guidelines and principles in pedagogical planning that can support the implementation of the integrative project in Cetam's subsequent technical nursing course based on polytechnic training. As specific objectives, we indicate: a) discuss polytechnic training as the basis of the integrative project in subsequent education; b) analyze the guidelines and principles that underlie the pedagogical planning of the integrative project in the subsequent technical course; and c) prepare a guide containing guidelines to assist the pedagogical planning of the Integrator Project in a technical course subsequently. The research intention when entering the Professional Master's Program in Professional and Technological Education was to develop a study on the possibility of adopting interdisciplinary strategies in planning educational actions, which enhance students' experiences, collaborative construction, identification and solving problems inherent to their professional choice, as well as student leadership in the learning process. To this end, we delimited as the locus of study the Escola de Formação Profissional Enfermeira Sanitarista Francisca Saavedra, a teaching unit at Cetam, and we defined as research subjects 15 professionals who work directly in the subsequent technical nursing course. The methodological approach adopted was qualitative, using documentary research techniques, literature review, interviews and content analysis. As the final stage of the research, we built an educational product whose objective was to guide the pedagogical planning of the integrative project in the subsequent technical Nursing course, from a polytechnic training perspective. Thus, we found that the implementation of the integrative project is a possible path, despite some institutional limitations highlighted in the research. Furthermore, we reinforce the importance of PI in the teaching-learning process, as an integrated interdisciplinary practice that enhances subject knowledge in all its dimensions.