Dissertação - MPET/PPGET
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Resultados da Pesquisa
Dissertação Casa virtual em BIM: uma proposta didática para o uso de modelos virtuais no ensino de projetos em ateliê de arquitetura(2025-03-28) Lima, Alcilânia da Cunha; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Queiroz Neto, José Pinheiro; http://lattes.cnpq.br/8055796489225138; Araújo, Valdete Santos de; http://lattes.cnpq.br/6667086143477443This dissertation investigates the use of virtual models in Building Information Modeling (BIM) as a teaching tool in teaching architectural projects in Architecture Studio. With the increasing digitalization of design processes, it is essential to explore methodologies that integrate innovative technologies into teaching, providing students with a more interactive and efficient learning experience. The study proposes the "Virtual House in BIM", an approach that uses three dimensional parametric models to support the development and understanding of architectural concepts, improving communication and project analysis, through learning paths and analytical rubrics. The research adopts a qualitative methodology, with case studies and classroom experimentation, analyzing the impacts of this strategy on student training. The results indicate that the use of virtual models facilitates spatial visualization, interdisciplinary coordination and the assimilation of constructive and technological aspects of the project. Furthermore, the approach contributes to the development of critical thinking and collaborative work among students. It is concluded that the incorporation of BIM in architecture teaching not only modernizes the pedagogical process, but also prepares future architects for the challenges of the professional market.Dissertação As tecnologias digitais da informação e comunicação no ensino para a prevenção e controle da dengue em uma escola do estado do Amazonas(2025-03-13) Cruz, De Angelo Silva da; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Campos, Raimundo Sidnei dos Santos; http://lattes.cnpq.br/2939166076843358Dengue represents one of the most serious public health problems in Brazil, with significant impacts, especially in the Northern region, due to climatic and social factors that facilitate the routine of Aedes aegypti. Health education plays a fundamental role in raising awareness and preventing diseases, making it essential to adopt innovative pedagogical strategies that promote meaningful learning and student engagement. In this context, this qualitative research aimed to investigate the impact of a didactic sequence mediated by Digital Information and Communication Technologies (DICTs) on the teaching of biology for the prevention and control of dengue in a public school in the state of Amazonas. The research methodology was based on action research, with the application of a didactic sequence grounded in Problem Based Learning (PBL), combined with the use of interactive digital platforms, infographics, educational videos, and other digital tools. Data collection was conducted through diagnostic questionnaires (initial and final) and participant observation using learning rubrics to assess student performance in sessions 4 and 5. The results indicated that the incorporation of DICTs into teaching enabled greater student participation, promoting dynamic and contextualized learning, as well as contributing to changes in students' perception and behavior regarding preventive measures against dengue. The developed educational product, consisting of a didactic guide and an infographic for students, proves to be an effective tool for strengthening the integration between education and public health. Thus, this study contributes to advancing educational practices beyond health promotion and can serve as a reference for future initiatives in the field of health education. These findings reinforce the importance of DICTs in knowledge construction, as advocated by Ausubel (2003) in meaningful learning theory and by Zabala (1998) in structuring contextualized didactic sequences.Dissertação Protótipos educacionais no contexto das mudanças climáticas globais: estratégia para a preservação ambiental(2025-01-27) Palmeira, Rosana Ferreira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Cândido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754Global Climate Change (GCC) is an increasingly present reality in our daily lives, showing that rising temperatures have a direct influence on climate patterns over time. Given its contemporary relevance, it is essential to bring this discussion into the educational context, integrating it into teaching in an interdisciplinary manner. In this sense, schools play a fundamental role in promoting environmental awareness, mediating the construction of scientific knowledge through appropriate pedagogical strategies. The general objective of this study was to investigate the use of educational prototypes as a strategy to understand GCC and energy sources, in addition to proposing sustainable alternatives for environmental preservation. The specific objectives were: to evaluate the approach to GCC in guiding documents and textbooks; to propose real situations for reflection on the causes and consequences of environmental impacts arising from GCC at global and regional levels; to qualify students' understanding of GCC and sustainable alternatives based on the assembly of prototypes; to identify students' environmental perceptions based on problem-solving; and to develop a didactic sequence as an educational product of the investigation. The research sought to contribute to the dissemination of scientific knowledge and the development of students' environmental awareness, encouraging investigation and reflection in the classroom on the environmental problems caused by GCMs. The methodology adopted was action research, based on Tripp (2005), structured in three cycles: planning, implementation and evaluation. The activities allowed students to deepen their understanding of the causes and consequences of GCMs, in addition to analyzing their interactions with prototypes that simulated sustainable and environmentally preserved scenarios. To this end, the Problem Based Learning (PBL) methodology was used, with the objective of preparing them to solve real-world issues. Data collection was carried out based on four instruments: initial diagnosis, interviews with teachers, questions about problem situations and discussion groups. The evaluation process was continuous, using learning rubrics, socialization of educational prototypes and drawings (sketches) that simulated sustainable cities. This methodological approach gave rise to the educational product “Mitigating Global Climate Change: A Strategy for Environmental Preservation,” embodied in a didactic sequence presented in the form of a booklet composed of three sections. The results demonstrated that the educational prototypes were an effective strategy for understanding GCCs, reproducing natural and modified scenarios, in addition to promoting the development of critical thinking in relation to environmental problems caused by human action. Furthermore, they encouraged investigation and reflection in the classroom on causes, consequences and possible solutions to mitigate GCCs, highlighting the importance of actions aimed at environmental preservation.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 Percurso (auto)formativo de professores negros não licenciados no ensino superior: uma abordagem (auto)biográfica(2025-03-20) Lima, Jannieli Moraes; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/85661038878759; Teles, Luciano Everton Costa; http://lattes.cnpq.br/0779269175818800The theme of this dissertation is: the (auto)formative journey of non-graduate black teachers in higher education: an (auto)biographical approach. It is divided into four chapters. The general objective is to investigate the (self)formative path of black teachers without a degree in higher education from an (auto)biographical approach. The research problem lies in the following question: What elements are evident in the (self)formative path of Black teachers in Higher Education? This problem is based on the following guiding questions: (a) What (self)formative dimensions are present in the journey of black non-graduate teachers? (b) In what way has teacher (self)formation fed back into the practice of black non-graduate teachers in higher education? c) How can resources be materialized in an educational product to help black teachers in their (self) training in the field of anti-racist education? The methodological procedures were based on qualitative research. Narrative interviews, questionnaires and conversation circles were used as research tools to extract (auto)biographical accounts from the teachers, as well as from the researcher, characterizing participant research. The justification for choosing the topic in question was motivated by the proponent's condition as an unlicensed black teacher who obtained her first degree as a Logistics Technologist, then went on to specialize in Teaching in Higher Education and works as a teacher at the university. The motivation is also due to the importance of making up for the scarcity of research related to the self-training of black teachers in university teaching, based on the (auto)biographical method. The specificity of this research lies in its approach. While the subject of non-graduate teachers working in higher education is not new, approaching it from the perspective of black teachers in higher education provides a fresh look at this issue. In this sense, the proposed subject is of great relevance in the process of investigating teachers, in studies that deal with learning to teach, in which the importance of (auto)biographical reflections in the context of teacher training is observed. The theoretical basis is based on the ideas of authors such as Souza (2020), Passeggi (2011), Nóvoa (2014), Josso (2002), Dellory-Momberger (2012), and other authors who refer to (auto)biography in the field of teacher training.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 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 BatistaThe 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.Dissertação Lixo eletrônico: o meu e o seu – e agora! como proceder em sala de aula?(2024-02-07) Oliveira, Fernanda Miranda de; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Azevedo, Rosa Oliveira Marins; Fernandes, Afonso FonsecaIn 2019 alone, Brazil discarded more than 2 million tons of electronic waste, of which less than 3% was recycled. The country is one of the leaders in the ranking in the production of electronic waste, occupying fifth position worldwide and first in Latin America. The School System performs fundamental role in society, as a space for the dissemination of knowledge, and as an environment for the development of critical and conscious thinking about current issues. In this context, the importance of improving teaching on the subject of electronic waste in courses aimed at training IT technicians stands out. The Factors that reinforce this need are evident: the lack of teaching material that helps teachers address the topic in the classroom; the theoretical and practical limitation of teaching strategies; the lack of knowledge among students and teachers regarding legislation, decrees, resolutions, and standards that govern the correct management of electronic waste; and, also, the chemical composition of this solid waste are factors that reinforce this need. Understanding the potential environmental impacts of electronic waste and how to manage it effectively is essential for complete professional training. Therefore, with this research, we sought to answer the following question: How to approach the topic of electronic waste with students on the technical course in IT education and technology in order to make them professionals aware of their environmental responsibilities? In this context the general objective of this study was to plan and implement a participatory pedagogical workshop on the topic of electronic waste in the IT Technician course in Professional and Technological Education. The work was developed at the Professional and Technological Education Unit of the Amazonas Technological Education Center in the Benjamin Constant Institute building. The research subjects were 24 students from the High School Technical Course in IT in Professional and Technological Education. The action research procedure with a qualitative focus was used. We held a pedagogical workshop organized into four Modules, the last module being an exhibition of electronic waste paintings produced by students. Data collection took place through the application of questionnaires. The results indicate that the pedagogical workshop was effective in expanding students' knowledge on the topic of electronic waste. They are now more aware of proper disposal options, the need for awareness and information, and the importance of correctly managing e-waste.Dissertação Narrativas (auto)biográficas, resistência e empoderamento: uma proposta para a formação de professores suleada pela práxis decolonial a partir da afroperspectiva(2024-02-23) Santos, Tereza de Jesus dos; Normando, Tarcisio Serpa; Normando, Tarcísio Serpa; Belizario, Maria Rutimar de Jesus; Melo, Patrícia Maria Alves deThe present study was developed in the context of the Postgraduate Program in Technological Education at the Federal Institute of Amazonas, Manaus -Centro campus, in the research line I Processes for Effectiveness in Teacher Training and Pedagogical Work in Technological Teaching Contexts. The research emerges from the urgency of recognizing and valuing the quality of ethnic-racial diversity that is included in our society. For this purpose, our general objective proposes to discuss teaching experiences and propose teacher training anchored in a pluriversal, anti racist and decolonial approach for teachers working in Basic Education. From this, we seek to question the theme in question, in which refers to teacher practices, pointing out a break with the legacy of the European colonial civilization process that still structures Brazilian society, thus showing a training perspective for ethnic-racial diversity. In the development of our investigative proposal, we formed a teaching group from different areas of knowledge as well as an activist in the black movement. To carry out the research, as well as the elaboration of our educational product proposal, the biographical project studio, we suggest from the perspective of qualitative research, anchored in (auto) biographical narratives with theoretical sport, among other authors, Delory-Momberger (2006- 2012), Freire (2009, 2016, 2017), Gomes (2008, 2017, 2019, 2023), Goodson (2019), Josso (2006), Minayo (2017), Rufino (2019, 2021, 2023), Souza (2008 ). , 2011, 2015, 2016), Nóvoa (2009, 2023). Because of this, our theoretical support contributed to a dialogue/reflection in the anti-racist struggle through the possibilities of constructing proposals for teachers to reframe their practices, recognizing and valuing the ethnic-racial diversity that exists in our society and thus, breaking with the structure that carries the still predominant model of education, the legacy of the colonial project, which was based on the destruction, silencing and erasure of non-white beings. Our methodological contribution followed the qualitative approach in the following methods: (auto)biographical narratives and pedagogical letters. In the first moment of the investigation In the field, the work with pedagogical letters was developed, where teachers exchanged letters narrating their trajectories. our work. In view of this, we believe that our research contributed to the participating teachers and has great potential to contribute to many others who later come to participate in the studio effectively from a perspective of rupture and new meaning of their practices in favor of anti-racist education, decolonial and pluriversal in the construction of an equitable, supportive, democratic and racism-free society, welcoming other knowledge, other voices and other ways of being in the world.Dissertação 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, CátiaOne 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”.