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URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Resultados da Pesquisa
Item Desvendando as paisagens no ensino de geografia a partir do uso e ocupação do solo(2019-11-01) Nascimento, Márcio Silveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray deThe complexity of the reality of the world, present in everyday life, receives the teaching of geography, presenting new paradigms of knowledge, in view of the formation of a citizen spatial consciousness. It is a knowledge that teaches geography teaching practices to improve the comprehension teachings of spatial transformations, reaffirming the importance of geography teaching in contributing to the formation of students who understand and recognize the importance of their participation in the participation of space. In this exhibition, this dissertation presents studies on the creation of a didactic proposal for the teaching of “landscape”, associating with the use and occupation of the soil, a strategy of valorization as students' perceptions about the knowledge of their daily spaces, of something concrete that is in the field of his visions, for a broader and deeper reading / interpretation, recognizing as actions and interactions of man with the living environment, over time. A research has a qualitative approach, where the natural environment, the school environment, as landscapes of the place are as sources of presentations. Seeking to understand the perception of the spatial configuration of the reality of the place, or the research subjects are inserted. Step guide, which includes a sequence of phases to apply: learning diagnosis, intervention and verification. Finally, this research originated an educational product entitled “Pedagogical Kit: Landscape in Sight”, no qualified material for the promotion of classes and / or activities focused on the theme addressed in this research, providing subsidies for teachers who use and develop pedagogical work. . It concludes, therefore, that the activities developed in this work demonstrated as important for landscape teaching, not only include school geography, tolerate new tests of approaches in case of extinction or fragmented teaching and to conceive strategies and possibilities of interrelation or content with other areas school subjects, enabling the education not only of conceptual understanding, but, more broadly and dynamically, the knowledge of processes and phenomena that surround, recognizing the importance of landscape and the elements that compose it.Item A coordenação das ciências humanas como espaço social em construção e a dinâmica da formação continuada no ambiente de trabalho: desafios e possibilidades(2017-12-14) Pereira, Nelma Loureiro; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana LúciaTo conceive that the continuous formation of teachers can happen in different places, in different ways and that the ideas about the theme can provide an advance or a stagnation in this discussion, contributed to the selection of a qualitative research about the history of the Coordination of Sciences Humanas, in an attempt to investigate the possibility of this social space to be one of those responsible for the continuing education of teachers who work in basic education, with the technical courses of Integrated Higher Education at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, in the Campus Manaus Center. Thus, to reach the general objective, it was necessary to establish some points in the coordination trajectory in relation to teachers, thus defining the specific objectives that not only located the Coordination of Human Sciences (CCH) in the historical context of the IFAM / CMC, but also identified personal and professional experiences that influence the performance of high school teachers. Lastly, the actions of the Coordination of Human Sciences and the commitment of continuing education were evidenced, although in the process of consolidation, in an incipient process that still requires a lot of attention. The research was initiated through bibliographical readings, which provided a basis for the choice of methodology, that is, the approach used to achieve and achieve the goals and issues proposed. To carry out the research, we chose the methodology of the oral history, and the technique of the individual interview with semi-structured script. This decision allowed an articulation between what was being discovered (data collection) and the theories underlying the work. All the research carried out aimed to know the social space of the Human Sciences and its actions destined for the continuous formation of the teachers. In this course were perceived the challenges that should be faced for the accomplishment of a work destined to the continued teacher training. Achieving a change in the teachers' conception of continuing training in the work environment requires a lot of skill and willingness on the part of those involved in this process, since there is no single place for training to take place, nor a single way of continuing training teacher. With this knowledge, it was possible to visualize some possibilities during the investigation, opportunities within the school able to contribute so that the problem began to be solved. The material obtained through the interviews was analyzed based on the technique of interpretation of the data, which made it possible to reduce it through the separation of phrases and sentences, which after the interpretation provided considerations that served as a foundation for the construction of the research result . At the end of the research the need was to: discuss the different ways of providing continuous teacher training; to create a space destined for the continuous formation of teachers, independently of the actions carried out during the school year, to transform the data collected in a proposal that collaborate with the actions and with the change of conception of continuous formationItem Blended English Teaching: proposta de ensino-aprendizagem de inglês para fins específicos(2017-12-20) Sousa, Yna Honda de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849Conventionally, English for Specific Purpose teachers instruct students to use reading techniques applied to the texts comprehension, so they can gradually develop the reading skill in another language. According to education tendencies that encourage the technological resources insertion in the teaching-learning process, using new forms of classroom organization, as well as the mediation of contents, we propose in this research a teachinglearning proposal to English for Specific Purposes, called Blended English Teaching, which combines blended teaching, virtual resources for self-study and a compiled corpus with authentic texts, referring to manuals and tutorials by hardwares and softwares. This proposal purpose is to enhance English language reading skill proficiency, specifically for the word decoding and the integration of ideas in texts. To evaluate this proposal, we carried out a case study, with students from the Medium Level Technical Course in Computing, at Education, Science and Technology Federal Institute in Amazon - IFAM, based on the performance achieved by them and according to the established description in an evaluation line. The evaluation artifacts used were three diagnoses (initial, intermediate and final evaluation) and learning activities, developed during eleven classes. The results indicate that BET proposal contributed more significantly to performance in reading skill proficiency, in the word decoding standard, not being equally effective in the integration of ideas standard. This research has as products a specific corpus with texts compiled from the Computing area and a guide for teachers of English for Specific Purposes, with guidelines for this teaching-learning proposal useItem Cartas biográficas em processos formativos de professores: uma proposta metodológica(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany doThis dissertation has the theme "Biographical Letters in teacher training processes: A methodological proposal". Divided into three chapters, it has the general objective of investigating episodes narrated by a professor licensed in Mathematics, in process of continuous formation, in a Professional Master's degree course. In addition to pursuing a research problem that was set in: Which episodes emerge from the course of authorship of a licentiate teacher in Mathematics, in processes of continued training, in a Professional Master's degree? The Methodological Procedure of the investigation is based on the counting of life stories, formative experiences and experiences through biographical letters and therefore is caucado in the qualitativity. However, it has been discovered throughout the process that these elements are of great value to educational research, which recognize subjectivity as a new perspective for the production of research papers. Moreover, the discovery of subjectivity allows for self-knowledge, revealing the pathways of authorship of each of us senders and / or recipients and makes it emerge more elements that makes this access possible, and letter writing was one of these elements, and it is from them which we relied on a bit on card experiences.Item Uma abordagem sobre energia solar por meio da aprendizagem baseada em projetos(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de CastroThe present work proposes the use of Project-Based Learning (PBL) as a strategy for teaching and learning concepts related to the use and application of solar energy, mainly covering photovoltaic solar energy for the generation of electricity, also addressing environmental issues of great importance for this issue. Thus, it was intended to collaborate for the training of the student of the electrician course in the modality of professional qualification with regard to the importance and applicability of this energy source, also contributing to achieve significant learning, theory to which this work is based. The research was based on the idea of action research in which participants are mobilized for the construction of knowledge in a process of reflection of the action, causing those involved to play an active role in solving problems, which were approached through an everyday question, from a perspective of the PBL. As an instrument for evaluation and data collection, a heading was used, in which it was possible to monitor the participants throughout the project developed, describing a possible learning result, a questionnaire was also applied to analyze the students' experience with regard to participation and involvement with PBL. At the end of the application, it was found that PBL is a strategy of relevant use in the classroom, since it contributed to learning becoming more dynamic and more autonomous studies. Regarding learning, it was possible to verify that the students were able to have a greater interactivity with the theme studied, demonstrating an understanding of various concepts, such as system types, equipment, operation, characteristics etc.Item Jogo como recurso didático no ensino de botânica: uma proposta para contribuir com o ensino/aprendizagem(2019-08-28) Lima, Janny Christiny Fernandes; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Cardoso, Grace de LourdesBotany is a sub-area of biology that loses space in the classroom every day, with a lag in the teaching / learning process by students. Moreover, this deficiency may be related to the teaching methodology that is almost entirely focused on conceptual content, its complex terminologies, the curricula used in teaching the subject, lack of resources and the routine in Basic Education with purely theoretical classes, making themselves tiresome and taking away the possibility of cooperation and interaction between teacher and students. Given the above, the development of didactic game aims to contribute as a tool in the process of teaching botany. Accordingly, questionnaires containing mixed open and closed questions were prepared to obtain information from teachers regarding didactics, students' previous knowledge of Botany, resources used in the classroom and about playful games. To assist this approach, an analysis of the curriculum matrix of the integrated technical courses in chemistry and mechanics was performed, identifying in this document that the discipline of Biology is only in the first and second years of the courses. Students reported that the most used resources in biology classes are data show, practical classes, textbook and whiteboard, items that are used in most science and biology classes, thus leaving other activities alternatives aside. With the information of the diagnosis, a planning was elaborated with the following steps: selection of the contents of Botany, bibliographic survey, construction of the game Stay Smart! Kingdom Plantae, game validation, intervention (game application) and process-oriented written assessment. The game Get Smart! Kingdom Plantae is a board with 160 hanger cards, true / false, direct questions (with hints) and multiple choice (with three alternatives). With the game accompanies an infographic with the guidelines of the construction and elaboration of the didactic game, stimulating other professionals of any teaching area to elaborate and make their own games according to their reality. The game was accepted by both undergraduates and students, and proved to be an important didactic resource, as it can assist teachers in the contents of Botany, in an interactive, pleasant way, contributing to the teaching / learning process.Item Interação oral em língua espanhola: construção de uma proposta avaliativa(2019-08-30) Soares, Franciane de Araújo; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréia Pereira; http://lattes.cnpq.br/0938462047218130; Teixeira, Wagner BarrosThis research deals with the oral interaction evaluation, in the Spanish Language (SL) teaching-learning context. Faced with the difficulty to evaluate this communicative ability, we developed an evaluative proposal composed of three steps: the compilation of a Matriz of Descriptors for Oral Interaction Evaluation in Spanish Language.; the elaboration of a didactic activity focused on the oral interaction development in SL and the construction of a rubric that enables (self)assessment, based on criteria and descriptors related to oral communicative competence in the language. This proposal purpose is to contribute to the SL teaching-learning process, taking into account the evaluation process, based on the presential and virtual communicative context. To evaluate the proposal, we conducted a Case Study with students of an Intermediate Spanish Course, at the Language Center, at Federal Institute of Education, Science and Technology of Amazonas, Manaus Centro Campus. The methodological procedures used take into account the identification of students' needs and interests; the application and analysis of the contributions and limitations from the created proposal, based on the diagnostic data made by the students, regarding the activity and the instrument used, and the teacher's observations. The results indicate that the evaluation proposal contributed to the identification of students' proficiency levels, considering the evaluated criteria, besides it had provided a self-assessment moment of their own learning. From this research were developed two products, the first is a Matriz of Descriptors for Oral Interaction Evaluation in Spanish Language, composed by the compiled descriptors from the Common European Framework of Reference for Languages (CEFRL) and the main proficiency exams in SL: Diploma de Español como Lengua Extranjera (DELE), Certificado de Español: Lengua y Uso (CELU) Servicio Internacional de Evaluación de la Lengua Española (SIELE), as well as the language assessment parameters of the Association of Language Testers in Europe (ALTE), with suggestions for the evaluative activities elaboration. The second product is a Didactic Guide for Spanish teachers, with guidelines for the evaluation proposal use, which can serve as a model for the other proposals construction or be adapted to different evaluation formats.Item Uso de tecnologias digitais de informação e comunicação na docência: a formação continuada no Instituto Federal do Acre - IFAC Campus Rio Branco(2018-04-13) Paiva, Uthant Benício de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Farias, Cleilton Sampaio de; http://lattes.cnpq.br/4495648642048152This dissertation is based on a research of a formative line, with the theme: Use of Digital Technologies of Information and Communication - TDIC in Teaching: Continuing Education at the Federal Institute of Acre - IFAC Campus Rio Branco. It is understood that one of the challenges of the integrated high school teachers of Rio Branco Campus is to insert the Digital Technologies in their pedagogical practices. In this sense, the absence of continuing education is that it would constitute an element that could hamper teaching practice. We also investigate the search and interest of teachers for continuing education in digital technologies within the Rio Branco Campus. The following general objective was defined: to investigate the continuing education of integrated high school teachers through the analysis of the courses offered by the Federal Institute of Acre, Rio Branco Campus, as well as to develop a training course on Digital Information and Communication Technologies for teachers of basic, technical and technological education - EBTT in service, as pedagogical tools for teaching. Having specific objectives: i) to investigate how the continuing education of the teachers of the Federal Institute of Acre, as well as the characteristics of the continuing training of Campus Rio Branco, in the temporal cut of 2015 to 2017; (1998), Tardif (2014), Tardif and Lessard (2014), Nóvoa (1992), Tori (2010) ), Moran (2013), among other authors; iii) diagnose, through a questionnaire, the use of TDIC by the Rio Branco Campus teachers, as well as the ongoing training processes of the participating teachers; iv) construct a proposal of Continuing Teacher Training with the use of TDICs for their educational practice. This is a qualitative research and was held at the IFAC campus in Rio Branco where he selected as subjects of the research teachers of basic education, technical and technological integrated middle school - EMI. The research period lasted from June 2017 to February 2018. During the research, several data collection instruments were used, such as questionnaires (Google Forms), documentary analysis. It was identified from the diagnostic questionnaire the pertinence and the desire on the part of the teachers for continued formation in TDIC. The questionnaire also subsidized the elaboration of a Formative Roadmap on educational tools in Digital Information and Communication Technologies for teaching practice of the technical and technological basic education teachers of the IFAC integrated course. The script is organized in five face-to-face training meetings, constituting the product of this research. This Roadmap can be applied to any group of teachers who wish to improve their educational practices.Item Programação para administração de redes de computadores: uma proposta de ensino-aprendizagem baseada no modelo de Sala de Aula Invertida(2018-12-19) Oliveira, Silmar Antonio Buchner de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Costa, Elloá Barreto Guedes da; http://lattes.cnpq.br/6466781778573760; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The initial disciplines of computer networks are, in general, taught in an essentially theoretical way and with little association with practice. Therefore, our research has resulted in a teaching-learning proposal in which, in addition to the theoretical part, there is a greater practical orientation for the student to be able to develop skills to solve day-by-day problems in Computer Networks using Programming resourses. We elaborated this proposal following the fundamentals of Constructive Alignment to develop teaching, learning and evaluation activities. We also adopt the invertted classroom hybrid teaching model, in which the student has access to the content previously, with the help of videos, links, tutorials, etc., and uses classroom time with the teacher, to solve practical problems on daily life of a professional of Computer Networks, using the Python language in a simulated network, in a Virtual Laboratory. We evaluated our teaching-learning proposal through a case study carried out with students of undergraduate courses in the area of computation of Porto Velho/RO city. In this study, we evaluated the performance of students with respect to the development of three skills in the field of Computer Networks: Identification of problems; Automation of solutions to problems; Association of solutions found with other possible problems. The results of this study evidenced students' progress on the three skills in solving problems involving network equipment and user actions monitoring, log analysis, remote backups, data synchronization and automatic issuance of alert messages. As a product of this research, we organized a Didactic Guide to Programming for Computer Network Administration containing all the teaching-learning material and dynamics used to assist in the application of the proposal by other teachers of Computer Networks.Item Variação linguística na língua portuguesa: uma proposta de ensino dos modos verbais com uso de banco de dados linguísticos(2018-03-27) Silva, Raimundo Gouveia da; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987This paper aims to present a teaching proposal for the study of verbal paradigms, indicative and subjunctive from the Portuguese Language, with emphasis on work with linguistic variation. To achieve this goal, we created a Language Database, composed of samples from the center area of the Cazumbá-Iracema Extractive Reserve, located in Acre, which served as supporting material. For collection and organization of the Banco Reci, we considered as variables the age range, sex and education level, based on sociolinguistic standards; empirical foundations for a theory of linguistic change; variationist sociolinguistics. For the collection of the linguistic data, 36 informants were interviewed, divided into three social cells, forming the criteria for obtaining the data: sex (male and female); age (from the age of 15); education level (Basic Education and non-literate). With emphasis on the Data Driven Learning and Constructive Alignment approach, discovery learning activities were developed through direct consultation of the compiled corpus. The proposal was developed with a group of high school students, from the center area of the Reserve. The results evidenced contributions in the learning by discovery, through the valorization of the contact with data of the language in its authentic use and with activities that potentiate the construction of the knowledge and are able to develop the collaborative work, to help the understanding and reflection on uses of the mother tongue , according to the normative grammar and the functional use of the mother language, to promote the interaction between the students and the understanding about the social factors that corroborate in the linguistic variation of the reserve. This work has as educational products a tutorial and the Linguistic Database Reci.