Dissertação - MPET/PPGET
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Dissertação Alimentação saudável com história em quadrinhos no ensino fundamental: um prato cheio de informação e diversão(2024-03-13) Guida, Vânia Marília Lima; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Nagahama, DionísiaA healthy diet helps prevent various diseases, especially chronic ones, since the initial stages originate in childhood and adolescence. Poor nutrition at this stage of life can cause deficiency diseases, which leave the body more vulnerable to infectious diseases, such as diarrhea and flu. These can compromise the maturation of the central nervous system, with consequences at different levels of severity. Therefore, making food choices requires some types of information that serve as guidance regarding the most appropriate and healthy foods and eating practices, depending on the age group and needs. Food and Nutrition Education (EAN), the National Common Curricular Base (BNCC), with the transversal theme of health, and the Food Guide for the Brazilian Population (GAPB) direct the paths that can be taken in Science classes, in order to disseminate this knowledge and improve elementary school students' understanding of adequate and healthy eating and its importance for quality of life. The objective of this research was to evaluate the contributions of a Comic Book (COMIC) for 5th year elementary school students as a teaching resource on adequate and healthy eating. The research field was a municipal public school, of Elementary Education I, located in the East Zone of the city of Manaus, (AM). The research was qualitative and involved the following steps: bibliographical research, school lunch documents, anthropometric data from the research subjects and pedagogical intervention through a Didactic Sequence and 3 Pedagogical Moments, with pedagogical material. The results revealed the perceptions about what a healthy diet is, the Didactic Sequence (SD) together with the comic aroused the students' interest and when analyzing the textbook it was possible to verify that it presents the Food Guide for the Brazilian Population, however the 1st edition, even though it already has a 2nd edition. Through this research it was possible to positively contribute to students reflecting on the importance of knowing and discussing food issues, their importance in each person's life and that in public schools, school meals are not simply a matter of satisfying hunger, but rather contribute to the formation of good habits and eating autonomy.Dissertação 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, ElianeThe 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 ProducDissertação 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/3156688483798707Throughout 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.Dissertação Citologia para estudantes surdos: uma unidade de ensino potencialmente significativa(2018-04-16) Tavares, Eliane Barth; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676Taking into account that deaf students’ learning depends on another language which is not Portuguese, we consider it important to use Brazilian Sign Language as a language of instruction for teaching and learning curriculum disciplines in a meaningful way, including Biology Teaching, mainly abstract and complex contents regarding Cytology. For this reason we have elaborated an investigative path in order to build a Potentially Meaningful Teaching Unit (PMTU) to teach Cytology using Brazilian Sign Language, based on visual pedagogy, to first-year deaf students of inclusive high schools in Rio Branco, Acre State. In this perspective, we chose Ausubel’s Meaningful Learning Theory (AUSUBEL; NOVAK; HANESIAN, 1980) as theoretical framework and the action research methodology to promote the active participation of individuals and drawing up a Didactic Guide to teach Biology for deaf students. This research was conducted in two phases, having the first one involved the description of individuals’socio-educational profiles through survey forms or interviews. The second phase encompassed the development of a PMTU which was initially carried out with the identification of previous knowledge concerning to Cytology followed by a carefully conducted planning to enable a richer educational environment with presentation of diverse resources (such as animations, learning objects, images, videos, microscopy experiments and instructional Concept Maps) explained in Brazilian Sign Language so that the relations between previous and new knowledge were explicitly presented. During the elaboration of this study, evidences of students learning were assessed via Concept Maps (NOVAK; GOWIN, 1999). Concept Maps analyses were carried out via Topological Taxonomy (CAÑAS et al., 2006) and Semantic Taxonomy (MILLER; CAÑAS, 2008). Results of socio-educational diagnosis detected 18 deaf students as investigation subjects whose ages range between 14 and 22 years old, being the majority (64%) of them males. Levels of hearing loss varied from moderate to profound, in which the human voice could not be detected, nevertheless four students could not communicate well using Brazilian Sign Language. Low language performance is caused by lack of contact with proficient users in school, since neither classmates, teachers and academic community do not communicate with them using Brazilian Sign Language, except by the Sign Language Interpreter. Not even teachers working in Multifunctional Resource Rooms which were supposed to provide Special Educational Services in Brazilian Sign Language have language proficiency, and that is why deaf students do not attend this school place. Throughout PMTU development the use of visual resources was an important factor to ensure the comprehension of the words without corresponding signs in Brazilian Sign Language. Furthermore the Concept Maps were helpful resources as evidence of learning in Cytology Teaching for deaf students. Ith demonstrate the evolution and major integration between concepts as new knowledge were related to their previous one and they became more skillful with the software.Dissertação Constituição de si e formação docente: reflexões (auto)biográficas de professores(2023-02-17) Silva, Iara Batista da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Nascimento, Maria Evany doThe meaning we give to the exercise of teaching requires that the teacher seek elements in their training that allow them to understand themselves in the profession and in the training process. With the objective of contributing to the self-education of teachers from the understanding of the constitution of their teaching, we start from the following research problem: How to promote the self-education of teachers from the understanding of how they constituted themselves as teachers? The fabric of the dialogue is based on considerations about ipseity and teacher training imbricated in the epistemology of research-training, through the (auto)biographical approach, considering that the life stories of teachers are fruitful sources in research in education. The research is guided by the narrative approach, as we agree that it enables the writing and reflection of the experiences arising from the intrinsic daily life in the pedagogical practice. For the construction of the data, we used the training memorial and the narrative interview, as they allow the turning to oneself and the emergence of the subjectivities imbued in the training/self-training. The research participants were two groups of teachers, the first being composed of three teachers of the English language, and the second by teachers who participated in the Pedagogical Workshop entitled: Constitution of the self and the teacher's office: biographical reflections and teacher training, elaborated as an educational product of the present research. The development of this study showed that the fecundity of research-training for understanding the constitution that, in the role of the reflective teacher, re-signifies the process of construction/deconstruction/reconstruction of teaching, rebuilds their teaching identity and becomes aware of their personal and professional actions. establishing, therefore, new knowledge and behaviors that will contribute for the teacher to develop their ability to create, innovate and organize their ideas and methodologies, among other practices of the profession's craft.Dissertação Desenvolvimento da habilidade oral em língua espanhola com uso de histórias digitais: uma proposta na perspectiva do ensino crítico(2023-09-26) Alecrim, Bruno Bufuman; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Teixeira, Wagner Barros; http://lattes.cnpq.br/6227315631560289This research deals with the creation of a didactic proposal for the teaching-learning process of the Spanish Language, focusing on the development of oral skills and critical thinking, in an integrated manner. That said, we developed we developed a didactic proposal using Digital Storytelling as an educational technology and based on a discussion about racism and gender, in an attempt to address Contemporary Cross-Cutting Topics, specifically, the themes of Citizenship, Civics and Multiculturalism. The proposal is divided into four phases: setting, questioning, knowledge organization and knowledge application, adapted from the Three Pedagogical Moments by Delizoicov, Angotti and Pernambuco (2011) and Critical Applied Linguistics, proposed by Pennycook (2001, 2006). The methodological procedures adopted involve research of an applied nature, with a qualitative approach of a descriptive nature, using strategic action research as a method (Franco, 2005). The instruments used for data collection were the conversation wheel, audio recording, teacher observation and questionnaire. Data analysis was supported by the content analysis method (Bardin, 2011). The proposal was applied and evaluated by 12 students, from the Medium Level Technical Course in Sales, from the Federal Institute of Education, Science and Technology of Amazonas, Campus Humaitá, in the discipline of Spanish Language. The results reveal that the proposal contributed to the development of oral skills in terms of pronunciation and vocabulary, as well as other language skills such as reading and listening comprehension. The proposal also contributed to the development of critical thinking skills such as the reconstruction of the world view, respect for others, the development of critical awareness. In addition to these, the results demonstrate an improvement in interest in the discipline and in research, encouraging the exposure of thoughts, feelings, emotions and awakening students' curiosity. Through this research, a Didactic Guide was created as an educational product, with guidelines for Spanish teachers in basic education, so that they can work with students' everyday topics in an integrated way with the syllabus of the discipline.Dissertação Desenvolvimento profissional docente centrado na escola: vivências de uma construção colaborativa em uma escola pública de Manaus(2023-12-18) Costa, Ildeneti de Jesus Alves; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Bandeira, Salete Maria Chalub; http://lattes.cnpq.br/8237618630696616This research, which focused on teacher training, was conducted in a public high school, located in the north zone of Manaus. It had as general objective to understand in which aspects the collaborative construction of a plan of Teacher Professional Development Centered in the School can act in the professional development of teachers, and as specific objectives a) articulate the concepts of School-Centered Teacher Professional Development and collaborative work; b) build collaboratively with teachers a School-Centered Teacher Professional Development Plan (PDPDCE); c) analyze the experience of the collaborative construction of the PDPDCE in the professional development of teachers; d) systematize the School-Centered Teacher Professional Development Plan, taking into account the specificities of the educational product of the research. The methodological strategy for the development of the research was action research, from Tripp (2005), Kincheloe (1997) and Thiollent (2011), and occurred in (5) five phases: diagnosis, planning, implementation, evaluation and dissemination. The participants were 96 teachers, organized into two groups: GA (all teachers) and GB (4 teachers Representatives of the group of all teachers - called collaborative group). The experience in the collaborative group allowed us to systematize the educational product, entitled: "School-Centered Teacher Professional Development Plan: what is it and how does?". To produce research data, we used the following techniques: Dialogic Meetings (EDs) and participant observation, and the following instruments: questionnaire, field diary and audio and video recording. The data analysis was made through the Discursive Textual Analysis ATD), based on Moraes and Galiazzi (2006). The research results showed that the collaborative construction of PDPDCE acts: 1) in the output of professional teacher isolation; 2) the collaborative construction of the PDPDCE and the reflective experience acts in teacher learning and in the resignification of pedagogical practice; 3) acts in teacher appreciation. From the analysis of the three aspects pointed out by the analyzes, we understand that the collaborative construction of the PDPDCE contributes, in the school context, to the construction of a community of formative practice. All the analysis carried out helped us to systematize the Educational Product (EP), according to its specificities and the CAPES guidelines. The EP, entitled: "School-centered Teacher Professional Development Plan: what it is and how it is done?”, aims to: provide formative experiences that act on the professional development of primary school teachers.Dissertação Design thinking na elaboração de um produto educacional: roteiro de aprendizagem – estruturação e orientações(2019-07-02) Farias, Marcella Sarah Filgueiras de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Pacheco, Almir de Souza; http://lattes.cnpq.br/9497811380342629Directed study is a technique that uses learning scripts to guide students in autonomously conducting their learning. Although the literature deals with directed study, we identified a lack of guidelines for the elaboration and application of learning scripts. This observation led us to the objective of this research, which elements can be used to compose specific orientations that help teachers to elaborate learning scripts for their students ?. In view of the problem in question, we use Design Thinking as a methodological path to develop an educational product that aims to indicate a structure of learning script and guidelines for its application by teachers in their teaching context. This product was materialized on a website, a learning script template, downloadable guidance material, and supplemental support videos. Due to the very nature of the adopted path (iterative, interactive and incremental), two DT application cycles were performed to reach the results of the research and development of the mentioned products. The results of this research contribute to the increase of the literature on directed study as it produced a theoretical and practical material to assist our target audience, teachers of elementary, high school and (Youth and Adult Education) in the elaboration and application. of learning scripts. In addition, materializing the educational product across different media improves teacher access and autonomous learning.Dissertação Do martírio da memória ao encanto da imaginação: uma proposta para formação inicial de professores de História na perspectiva do letramento histórico(2023-12-06) Carvalho, Thalia Abreu de; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Patrícia RodriguesThis research, inserted in the field of Teacher Training and Historical Education, is dedicated to an investigation into the initial training of History teachers from the perspective of the concept of "Historical Literacy". This approach is based on the convergence of two research categories: "Historical Consciousness" and "Historical Literacy". The assumptions of Historical Literacy that are examined here seek to criticize the traditional model of History teaching, promoting alternatives based on a critical view of teaching. The objective of the research is to analyze how the Historical Literacy category contributes to reflection on teaching practices during the initial training of History teachers. The results of this study served as the basis for developing a proposal for initial training for History teachers with a focus on Historical Literacy. To publicize this proposal, the Podcast "PODFORMAR" was created, designed with the purpose of assisting in the training of future teachers who are aware of their role in training critical students and capable of relating school teaching to everyday life.Dissertação O ensino de ecologia nos cursos de ciências biológicas: da sala de aula ao campo(2021-02-05) Santos, Nívea Consuêlo Carvalho dos; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paula, Joana D'Arc de; http://lattes.cnpq.br/9379172063617836The search for a teaching model that transcends the traditional approach, which is based on transferring information from the teacher to the student in a unidirectional way, is incessant. Here is the challenge for teachers: find and choose pedagogical resources that contribute to a more interactive, meaningful class, that relates theory, practice and student's reality. The Biological Sciences (CB) course, regulated by Resolution CNE / CES 7 of March 11th 2002, which determines the National Curriculum Guidelines (DCN) for CB course, advise that the course should privilege mandatory activities in the field, to guarantee problematized and contextualized teaching, ensuring the inseparability between teaching, research and extension. Thus, the following problem arises: How is it possible to connect theory and practice in the teaching of Ecology in the Biological Sciences courses in the city of Manaus from a perspective of regional integration? The research followed with the objective use theory and practice for teaching and learning in environments with great potential for teaching ecology from a perspective of regional integration. The research had a qualitative character, following bibliographic, documentary and field research procedures. Bibliographic research guided, contextualized and substantiated the central object of study. The documentary research aimed to investigate which Higher Education Institutions (IES) in the city of Manaus had the presential CB course, in order to ascertain their pedagogical projects which strategies are adopted in the teaching of the discipline of Ecology and the correlation regarding regional issues. It also identified existing ecological projects in Amazonas with the intention of bringing them closer to CB students. Lastly, it examined the municipal decrees and management plans for Private Natural Heritage Reserves - RPPNs existing in urban and rural areas in Manaus to enhance these places for teaching Ecology through field classes. This information was verified through site visits to the RPPNs. Field classes were held at Dr. Daisaku Ikeda RPPNs and INPA's Biological Reserve, with 1st and 8th period students of the Biological Sciences Degree (LCB) course at the Federal Institute of Amazonas - IFAM / CMC, regularly registered and taking disciplines of Basic Ecology and Ecology of the Amazon. Open and semi-open questionnaires were used in classroom and in field for data collection. The methodological sequence was developed from the diagnosis, intervention and verification of learning. For the intervention, 2 (two) field classes were held, one class at INPA Biological Reserve and another at RPPN Dr. Daisaku Ikeda. In the end, the results showed that the field class is a potential strategy for an effective learning of Ecology, which should be considered by the teacher through a well-planned field class, as it makes the content more attractive, understandable, arouses the student's curiosity, interest, motivation, making the class more interactive when addressing the concepts of understanding and opportunity to expand knowledge, educational experiences and articulation between theory and practice.Dissertação Ensino de estatística descritiva: análise de tabelas e gráficos no ensino fundamental(2022-02-18) Lima, Felipe Bruce de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Leite, Kesio Gonçalves; http://lattes.cnpq.br/1621823137648204The analysis of statistical data from tables and graphs is an important skill required of students. However, we identified there are several reports in the literature showing students’ struggle to read, interpret and position themselves when data are represented in tables and graphs. In view of this problem, our research aimed to structure a teaching-learning proposal for descriptive statistics, with a focus on data analysis from tables and graphs, considering 7th grade students as the target audience. This proposal is based on the current curriculum guidance documents (Common National Curriculum Base - BNCC and the Amazonas Curriculum Reference - RCA), as well as inspired by the approach of teaching Mathematics through Problem Solving. This research resulted in an educational product entitled "Analysis of Statistical Data from Tables and Graphs - An Approach to Mathematical Literacy in Elementary School II", which, inspired by the Delphi Method, was evaluated by an ad hoc committee, in the light of three dimensions - Novelty of the Product, Resolution that the product can allow and Elaboration and Synthesis. Considering the synthesis of the Ad hoc Committee evaluations, the data obtained allow us to infer the product met the requirements evaluated in the three dimensions, although it is necessary to obtain, in future work, information about the workload adequacy foreseen, understanding aspects that can be improved in the organization of the product to favor its replication by others. As far as the results referring to the three aforementioned dimensions are concerned, there is 75% agreement among the evaluators as to the educational product relevance in all dimensions. Thus, this study has shown that the educational product can have a positive impact on the teaching of Descriptive Statistics.Dissertação Faces identitárias da mulher-professora: contribuições para a formação docente a partir da narrativa professoral feminina(2022-08-23) Gil, Maria Izaíra da Silva; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Gomes, Iza Reis; http://lattes.cnpq.br/7671303144200741This work presents a research carried out on the identity faces of the woman-teacher and their contributions to teacher training based on female teacher narrative. The main objective was to understand the process of identity constitution of woman-teacher, in order to reveal her different faces registered in her memory, practices, challenges, subjectivities of life and profession under the prism of dimensions that constitute and that intertwine. For this route, this research followed the specific objectives: a) To discuss the context, scenarios and places of speech of women-teachers, in the condition of collaborating subjects research; b) Think on the feminization of teaching; c) Propose a training course focused on the female teacher, based on narratives investigated teachers. This is a research based on Cultural Studies, a qualitative nature, which had the school as its lócus, focusing on elementary school teachers from the public school. She told the narrative interview as a research tool to elucidate the female teacher memory. The theoretical framework covered the teaching study identity, teacher training, narrativea training instrument, women in education and database sources from the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira and technology in education. As a result, we point out: a) The reality in feminization in the first two stages of Basic Education, but without the same process in the higher positions of the educational career. b) Training based on the teacher narrative. c) The educational product built from the re-reading of investigated narratives, retold through the Storytelling technique and which generated two artifacts, podcast and animation, to compose the course “Woman-Teacher Formative Dialogues”, which aims to help trainers and teachers in the reflection on the feminine teaching identity. This course was applied in two scientific events, one at a regional level, spaces in which participants evidenced the relevance of identities in the research and registered in the product for teacher training.Dissertação Formação continuada de professores de educação física em prevenção à obesidade infantil: uma proposta formativa de base frankliana(2023-02-16) Araújo, Jairo Silva de; Nassar, Sérgio Eduardo; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Nassar, Sérgio EduardoThe training of Physical Education teachers presents challenges, especially when it comes to the prevention of childhood obesity, because when one thinks about obesity, the biological aspect of this problem is primarily brought to mind. In an approach that goes beyond this aspect, this research brings to the discussion Viktor Frankl's theory, which considers the human being formed by three dimensions: biological/somatic; psychological/animistic, and noetic/spiritual. Such dimensions were the basis for proposing a training course, based on the following research problem: experiences that can be experienced by Physical Education teachers in a training course on childhood obesity prevention, in the light of the franklian theory? It was established as a general objective: to investigate the experiences of Physical Education teachers in a course of prevention of childhood obesity, in the light of the Franklian theory and, as specific objectives: 1) to articulate the concepts of continued formation of Physical Education teachers, theory of Viktor Frankl and childhood obesity; 2) design, for implementation and evaluation, a continuing education course for Physical Education teachers in preventing childhood obesity, in the light of Viktor Frankl's theory; 3) explain the experiences experienced by Physical Education teachers participating in the training course, and 4) systematize the training course implemented, an educational product of the research, in accordance with CAPES requirements for professional master's degrees in teaching. The participants of the research, carried out in the distance modality, were 14 Physical Education teachers from the State Secretariat of Education and Sports of Amazonas (SEDUC-AM). A qualitative research was carried out in which the method used for data production was action research (TRIPP, 2005), in four phases: 1) diagnosis; 2) planning; 3) implementation, and 4) evaluation, using participant observation and conversation as techniques and instruments, respectively; field journal; monitoring of classes via Google Meet, and production of participants (preparation of lesson plans). To analyze the constructed data, Creswell (2014) was used to organize the analysis in three moments, namely: data organization; data coding, and data interpretation. The research results make it possible to explain the following experiences experienced by Physical Education teachers in the training course for preventing childhood obesity, in the light of the Franklian theory: 1) recognition of the importance of human three-dimensionality to overcome challenges facing the prevention of childhood obesity; 2) understanding of the importance of human three-dimensionality being related to the proposals of the BNCC for the prevention of childhood obesity and for the creation of new paths; 3) Perception of human three-dimensionality as a factor inherent to the human being, possible to be used in other circumstances.Dissertação As necessidades formativas do professor do AEE diante de demandas emergentes(2024-12-27) Castro, Suzy Aparecida Batista de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745Schools play an important role in developing critical, self-aware, proactive, and inclusive citizens. Inclusion, as both an action and a value, is a key theme in basic education institutions due to the experiences and interactions that take place over at least 12 years in this environment. Discussing inclusion is essential for naturally fostering respect, self-awareness, and the ability to address the specificities of others, whether related to their abilities or limitations. Regarding individuals with disabilities, school inclusion primarily occurs through special education, which is implemented by the public educational system through various instances and diverse instruments, one of which is the Specialized Educational Service (AEE). Given the current scenario, along with the expansion and increasing complexity of this student population, there is an urgent need for training programs for professionals working directly in the Resource Rooms (SRMs) that provide AEE. Therefore, the general objective of this research is "to identify the training needs of teachers working in AEE within the public education system of the municipality of Manaus." This study is classified as applied research with a qualitative approach, employing a case study methodology. It focuses on teachers working in SRMs within the public school system (SEMED-MAO and SEDUC-AM). Considering the complexity of the research, particularly within the institutional management of SRMs, and given its exploratory nature, a snowball sampling method was employed, allowing participants to voluntarily join the study. Initially, a Conversation Circle was conducted with teachers working in AEE in the state of Amazonas, centered on the theme: "Teacher Dialogues about the Formative Needs in an Inclusive Context." Subsequently, a semi-structured questionnaire, designed in Google Forms, was sent via email to the meeting participants. The questionnaire aimed to contextualize the research objectives, addressing the operation of AEE, teachers' relationships with their pedagogical practices, and their training needs in light of the inclusive education process. From the responses, several training gaps were identified, with pedagogical work related to global developmental disorders emerging as a major concern. This demand was ultimately addressed in the educational product developed in this study. The educational product consisted of a pedagogical workshop titled "Pedagogical Proposals for Teaching Work in the Context of Pervasive Developmental Disorders," designed for AEE teachers. During the product validation process, the results highlighted its relevance to the target audience, particularly in terms of content comprehension and the significance of the topics covered. The study concluded that, given the complexity of inclusive education and the professional development needs of AEE teachers, initiatives must be undertaken to enhance pedagogical practices. These efforts are essential for strengthening the school inclusion process for students with disabilities.Dissertação Planejamento reverso e a construção do planejamento de ensino: uma proposta para estudantes de licenciatura(2022-12-14) Araújo, Ana Maria Oliveira de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Rizzatti, Ivanise Maria; http://lattes.cnpq.br/0476017687294560Degrees are higher education courses that enable graduates to work as teachers. This qualification process must be formative for the essential learning that is provided for in the BNC - Initial Teacher Training, established by the Ministry of Education and Culture - MEC through Resolution CNE/CP 2/2019. Essential learning in initial teacher training should be considered in specific skills, organized into three dimensions: professional knowledge; professional practice; and professional engagement. Given these dimensions, “professional practice” is fundamental for initial teacher training, particularly the specific competence of “planning teaching actions that result in effective learning”. In view of this, this research work had the general objective of elaborating a didactic material that allows undergraduate students to autonomously build teaching planning, subsidized by reverse planning, resulting in an educational product entitled Teaching and Classroom Planning: Do What your! This is a qualitative research, which used action-research as a strategy for its development, and had as participants students of Degree in Portuguese Language Arts from different public and private universities. The evaluation of the product carried out by these students considered the following dimensions: Newness of the Product; Resolution that the Product may Allow; Elaboration and Synthesis. As for the Newness of the Product dimension, in which the Originality criterion was evaluated, the students point out that the product is unusual in the universe of known didactic resources.In the dimension Resolution that the product can allow, the students considered that the product is Appropriate for the initial training of teachers, undergraduate students, as well as it is Appropriate for the development of the dimensions of the Common National Base for Initial Teacher Training - BNC Training . In the Elaboration and Synthesis dimension and its expressive and integrative criteria, the students considered that the sections that make up the product integrate different support materials that help in autonomous learning. In terms of the corrections suggested in the product, the workload foreseen for the fulfillment of the proposed activities was modified, according to the students' feedback. In short, the results point out that the educational product has the possibility of qualifying undergraduate students for the autonomous elaboration of teaching planning.Dissertação As plantas medicinais e a educação para a sustentabilidade no ensino fundamental II(2025-01-15) Jacyntho, Paula Gabrielly Freire; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449The Amazon, one of the most biodiverse biomes in the world, is home to numerous plants with medicinal potential, many of which are still unstudied but are used by local communities as sources of medicine and/or herbal remedies. Integrating this topic into the teaching of Natural Sciences as a strategy for Education for Sustainable Development (ESD) values regional culture and enriches the school routine. Associating regional knowledge with active methodologies, such as Project-Based Learning (PBL), can contribute to Meaningful Learning. Therefore, the research question for this study was: how can the use of essential oils, extracts, and plant preparations obtained from medicinal plants grown in the Amazon, through the application of the PBL methodology, contribute to education for sustainability? Thus, the main objective of this work was to investigate the contributions of a didactic guide proposal based on the principles of ESD, using medicinal plants native to the Amazon as a central theme. The research had a qualitative approach of the participatory research type, and the teaching methodology adopted was Project-Based Learning (PBL). The research subjects were 23 students from the 9th grade of the Ensino Fundamental II (Middle School), from the Antônio Telles de Souza State School (Manaus, AM). Five PBL lesson plans were developed with theoretical and practical activities using medicinal plants native to the Amazon region. Data collection instruments included field notes by the researcher, three semi-structured questionnaires—one for diagnosing prior knowledge, one for evaluating knowledge and perceptions after the intervention, and a third for the evaluation by the Science teacher and the pedagogue of the school. Analytical rubrics were also used, specifically designed to assess the teaching-learning process and the final artifact presented by the students at the end of the PBL project. The lesson plans were implemented in the school’s Maker Space and covered topics on essential oils, plant extracts (tinctures), and homemade preparations (tea, infusion, and decoction), as well as their application in making handmade products such as aromatic candles, soaps, moisturizers, and other items. As an educational product, the didactic guide "Medicinal Plants and Sustainability: A PBL Guide for Teaching Science" was developed, focusing on the creation of practical lesson plans based on the PBL methodology, using themes worked on during the lessons, following the perspective of sustainable use of natural resources within the school environment. The results showed that the lesson plans executed, and which now form the Didactic Guide were thought-provoking in terms of reflections and discussions on the sustainable use of natural resources. The subjects highlighted the practical activities done with few resources, recycled materials, and emphasized the possibility of more experimental classes with low cost even in schools without laboratories. The possibility of contributing to household economy by making homemade hygiene products, cosmetics, and air fresheners was also considered, revealing an awakening to social responsibility and possibly generating future benefits. Some participants expressed interest in pursuing professional training in the area. The educators reinforced in their evaluation the same perceptions as the students and unanimously emphasized the positive results of the interventions. Regarding the final artifact of the PBL project, all participants highlighted the relevance of the Thematic Room, which demonstrated the community's interest in medicinal plants and provided an opportunity to disseminate the knowledge acquired. According to the evaluation of the subjects and educators who accompanied the entire process, the intervention at the school contributed not only to the students but also to the experience gained by the teachers. The educational product generated by this research was entitled Medicinal Plants and Sustainability: A PBL Guide for Teaching Science. It provides all the guidelines for teachers who wish to offer their students a sequence of engaging and creative activities in the form of a PBL project to discuss medicinal plants and their relationship with sustainability.Dissertação A prática docente mediante aos desafios da implementação da Lei 13.415/2017: formação de professores para unidade curricular cultura digital(2023-10-27) Fonseca, Roseny Bezerra da Silva; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Souza, Fabrício Magalhães deConsidering aspects such as the importance of technological resources in building digital skills and the need for training actions, as well as the diagnosis of the use of technological tools by teachers, the research aimed to investigate teacher training needs for the curricular unit "Digital Culture " in the context of the New High School, promoted by Law 13.415/2017. The need to conduct an investigation on teacher training in relation to digital culture arises from the verification of the demands identified in certain schools of the state education network in Manaus during the period of remote teaching in 2020. Given these circumstances, it was necessary to reorganize the practice of teaching, recognizing the heritage of digital culture and the domain of technological resources in the educational context. The theoretical framework was built based on several authors, the first two, Castells (1999) and Moran (2007; 2013), maintained a similar thought in relation to digital culture, although with some specific nuances. Both recognize the importance of digital culture in contemporary society and agree that technology is involving many aspects of everyday life. Castells highlights the importance of digital technologies in shaping cultural practices and identities in the network society, emphasizing their dynamic, global and transformative nature, while Moran emphasizes the importance of embracing digital culture as an opportunity to innovate and rethink educational models, while while highlighting the need to deal with the challenges and ethical issues associated with the digital world. Continuing with the theoretical foundation, although they are different authors, Imbernón (2011) and Nóvoa (2009) present similarities in relation to teacher training, highlighting the importance of reflective practice, knowledge construction and continuous professional development. To achieve the objective proposed in the research, action research with a qualitative approach was used as a methodological procedure. For data collection, in addition to bibliographical and documentary research, a semi-structured questionnaire was applied in three schools of the Department of Education and Teaching Quality (SEDUC/AM), with the collaboration of 30 teachers working in high school. The participants' statements were analyzed using the principles of methodology and content analysis proposed by Bardin (2011). The results of the study concluded that the product developed during the research served as a guiding instrument for formative pedagogical practices and for the development of the curricular unit "Digital Culture" among teachers who attend high school, in line with the implementation of Law 13.415/ 2017. The educational product, a training guide entitled "Digital Culture in Action", was analyzed for its contributions to teacher learning and to the promotion of training practices in the teachers' work environment. These practices require a reflective, collaborative and participatory approach. A committee composed of 10 education professionals was invited to evaluate the Educational Product generated through the research practice of this dissertation.Dissertação O processo (auto)formativo em narrativas docentes: da metamorfose no ensino à recomposição da aprendizagem docente(2024-02-08) Costa, Gabriela Santana da; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023This research focuses on the in-service training of teachers in the face of a scenario of transformations and changes at school, which occurred during the Covid-19 pandemic period, between 2020 and 2023. When the pandemic emerged, it brought with it a series of changes that affected several fields, including education and teaching. As a teacher, I understand the need to discuss this scenario in which we were inserted and which, consequently, reflected in the construction of a self-training process for educators at that time. We emphasize that we will make a temporal cut of this period, despite its impacts on teacher training, the object of this research, will reverberate for many years. The main objective of the research is to investigate teacher training in the context of a school metamorphosis (Nóvoa,2022) perceived during the pandemic scenario through teachers' narratives, reflecting on their learning recomposition. We also present that this research is qualitative, as it is based on the interpretation, comparison and description of the experience, so we chose to work with the narratives, exploring their meanings and meanings in relation to this teaching (re)construction. Within this narrative perspective, we will use reflection on the hero's journey (Campbell, 2008) where we understand that the figure of this teacher goes through a path of stages and confrontations that support our reflective discussion towards our objectives. As results perceived in this research, we highlight the (re)construction of the teaching identity of educators who see themselves as part of a transformation, understood as a school metamorphosis where, based on what we analyze and investigate, we understand it as a recomposition of teaching learning and which happens from a (self)formative process. To this end, we built as an educational product, a professional training course entitled “The (self) formative process in teaching narratives: from the metamorphosis of teaching to the recomposition of teaching learning” and which aims to enable teaching protagonism within the construction for its own sake. self-formative process and who acted during the pandemic context.Dissertação Uma proposta de ensino-aprendizagem para interpretação de mapas temáticos para alunos do ensino fundamental II(2023-12-15) Holanda, Marcos Farias de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Mafra, Marcela Vieira Pereira; http://lattes.cnpq.br/6513921362135289In accordance with the National Common Curricular Base (BNCC), the interpretation of thematic maps stands out as a crucial skill for the development of both Spatial Thinking and Geographic Reasoning. The integration of these skills provides fundamental elements for the understanding, perception, and management of space, aligning fully with the principles of the Geography discipline. This research presents the planning and execution of a teaching-learning proposal focused on the interpretation of thematic maps of Brazil by 7th-grade students in the Lower Secondary Education. In the planning process, the principles of Constructive Alignment were adopted, aiming for a consistent and aligned approach among teaching, learning, and assessment activities. Regarding the teaching dynamics, the flipped classroom model was adopted, where studies take place beforehand at home, supported in this research by Learning Guides. In face-to-face classes, students worked on problem-solving, using thematic maps of Brazil as a central support, focusing on interpretation but considering both reading and analysis in the study of cartographed phenomena. The methodological approach adopted was action research, involving a class of 7th-grade students from the Professor Waldocke Fricke de Lyra State School (CMPM3), located in the municipality of Manaus - AM. The results revealed significant progress in students' cartographic interpretation and also highlighted significant challenges in reading and analyzing through cartographic symbolism, requiring adjustments in the teaching-learning proposal's hourly load, as the time for Geography classes proved insufficient for groups to receive immediate feedback after solving questions in problem-solving situations. This finding underscores the importance of considering adequate time to deepen students' understanding and promote more enriching discussions. As a result of this research, an educational product was generated entitled "Geogenius – Exploring Maps with Genius," characterized as instructional material to assist Geography teachers in teaching the interpretation of thematic maps to students in Lower Secondary Education.Dissertação Proposta didática sobre a interação solo-planta e a dinâmica dos ecossistemas amazônicos(2021-12-17) Soares, Anderson Colares; Paes, Lucilene da Silva; Paes, Lucilene da Silva; Anic, Cinara Calvi; Liebl, Ariany Rabello da SilvaThe Soil-Plant Interaction represents for the ecosystem intense dynamics between essential elements that reflect in the functioning and maintenance of the environment. The lack of knowledge about the physiology of plants and soil interferes with the understanding of environmental balance. Therefore, this research aims to provide a teaching proposal on Soil-Plant Interaction giving its relevance to the functioning and maintenance of Amazonian Ecosystems. The guiding research of this study was of a qualitative nature and the means of investigation adopted was action research. The subjects of the research were the students of the 6th year of Elementary School II of the State School Cônego Bento José de Souza, located in the Municipality of Borba-Am, since the curriculum matrixpresents contents related to the research proposal. It was also possible for elementary school II teachers to participate in the construction of the appropriate didactic proposal for the classroom. We emphasize that due to the pandemic of the new coronavirus, this research underwent adaptations, with the activities developed in the following stages: initially the submission to the Brazil platform and with the approval of the proposal, the methodological steps were started. The first stage consisted of a visit to the school to investigate the school's infrastructure, course guiding documents and the research subjects. Important documents identified were the School's Textbook and Pedagogical Political Project. The second stage was the analysis of the curricular components, Textbook and Pedagogical Political Project - PPP. In the third, the diagnosis of the students' previous knowledge was carried out, through a questionnaire applied by Google Forms. On Wednesday, a Pedagogical Workshop via Google Meet took place with Science teachers (Borba and Manaus), entitled “Teaching Practices: Soil-Plant Interaction in Amazonian Ecosystems, seeking to identify the reality of theory and practice disseminated in the classroom and direct the construction of the educational product. The fifth stage consisted of the construction of the educational product and submitted to a commission composed of two PhD professors in the area (botany and soil) and active in the degree courses in order to verify greater contributions beyond those listed in the second stage together with the Education teachers. Basic. Therefore, in the sixth stage, the socialization of the educational product at school was carried out in person in Borba, being carried out through practical and theoretical classes contained in the educational product, contemplating the insertion of the practice in the educational process of the proposal. Thus, the approach of the Soil-Plant Interaction theme in this work identified that there is a great need to value the Amazonian spaces and their biotic and abiotic composition, the results obtained allow us to conclude that the interaction must be addressed in Science Teaching by integrating regional knowledge, it is noted that all the stages were of great importance and contributed to the teaching of Amazonianstudents.