MPET-Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Resultados da Pesquisa
Item 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 Formação continuada de professores de Língua Portuguesa à luz do letramento: reflexões e proposta(2019-04-29) Lima, Augusto José Savedra; Monteiro, Marta de Faria e Cunha; http://lattes.cnpq.br/4672487830828193; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pereira, Valéria Cristina Ribeiro; http://lattes.cnpq.br/1419088430342779This dissertation deals with the continued development of Portuguese language teachers, in dialogue with the literacy theory, and it’s a consequence of the research carried out in the Professional Master's Degree in Technological Teaching - MPET, at the Federal Institute of Education, Science and Technology of Amazonas - IFAM / Campus Manaus Centro - CMC. The research had as general objective to investigate in which narrative aspects of Portuguese Language teachers reflect their practices as agents of literacy. Thus, this work had four unfolding, the specific objectives: understanding the practices of Portuguese language teachers from their narratives; discussing the conceptions of Portuguese language teachers about literacy based on their narratives; identifying in the narratives of Portuguese Language teachers practices as agent of literacy; and elaborating a proposal of continued development for Portuguese Language teachers in the light of the literacy. To reach these goals, Oral History was chosen as a methodological way, using the participants' narratives in order to generate the data, based on interviews recorded and directed by a general script and individual scripts. Thus, in the data analysis process, four categories wich were divided in subcategories: a) profile of the Portuguese Language teacher of the Federal Institute of Education, Science and Technology of Amazonas - IFAM / Campus Parintins - IFAM CPA; b) practices and conceptions of the participants of the research regarding teaching-learning of reading and writing; c) practices as a literacy agent; and d) continued development in the light of literacy. The results evidenced: the concern of the participants in a continued development, because they understand the dynamism of the teaching; the attention to the plans and strategies devised for the classroom; the meaning given by them to the teacher's practice; your mobilizing capacity to organize spaces to carry out their activities; and the reflection they do about their pedagogical work. They also pointed out the teaching knowledge, research and reflection as development possibilities for these professionals, considering the theories about the continued development of teachers, literacy and textual / discursive genres. According to the theoretical basis of this work, the research course and its results, the educational product was built, a development course entitled Continued development for Portuguese language teachers: reflections and a proposal in the light of literacy, in digital format - e-book, which is structured in a review of the literature, basic texts to experience the development process, suggested scripts for development meetings and narratives of those who experienced the test process for product implementation.Item A importância da divulgação científica em processos formativos de professores no ensino tecnológico(Instituto Federal do Amazonas, 2016-12-05) Andrade, Tatiane Sabino da Silva de; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gonçalves, Carolina Brandão; http://lattes.cnpq.br/8487067754847351Research in the scope of the Post-Graduate Program in Technological Teaching, at the Federal Institute of Education, Science and Technology, which discusses the importance of Scientific Divulgation for Teacher Training Processes, taking as a guiding reference the contributions of authors whose ideas harmonize with Proposal of this research, being: the advisor, the studied researchers, added to the answers of the participants in the data collection. The general objective is to: Understand what teachers in continuing education think about the importance of Scientific Dissemination in Teacher Training Processes, to elaborate a process / product, this being an event whose focus is the Scientific Divulgação for the formation Of teachers. Four specific objectives were structured to support the General Objective, namely: a) To discuss approaches related to Teacher Training Processes; B) To establish relationships between Scientific Dissemination and Scientific Communication, considering their differences and contributions to the Dissemination of Processes and Products for Teacher Education; C) Identify what the training teachers think about the scientific dissemination? D) Propose an event for Teacher Training with emphasis on Scientific Dissemination of Processes and Products of Educational Research. The locus of the research was the Federal Institute of Education, Science and Technology of Amazonas (IFAM), Campus Centro (CMC), more specifically the Professional Masters in Technological Teaching and the collaborating subjects for data collection, are teachers in training, enrolled In the 2015 class. The present research is exploratory, with a quantitative approach and we chose as technique for the data collection the questionnaire, with the transformation of the answers into statistics. The choice of the product of this research envisages a formative proposal on Scientific Divulgation for teachers, which integrates a Scientific Broadcasting event.Item Narrativas de professores no ensino tecnológico(Instituto Federal do Amazonas, 2015-11-30) Campos, Alessandra Tomé; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Barbosa, Ierecê dos Santos; http://lattes.cnpq.br/7671831772363755This work is the result of research done in the Professional Master in Technological Education (MPET) at the Federal Institute of Education, Science and Technology (IFAMCampus Center) with the main question understanding teachers narratives in training, student and researcher in said master to obtain indicators, to be used as reference for the preparation of a resource, it can be used in training teachers process of Technological Education. Aiming to reach that goal, at first, we tried to establish a parallel between the of the researcher's life story, his experiences in the first year of MPET with the theoretical and epistemological foundations on Narrative Research subsidized by theorists like Clandinin and Connelly (2011), Ricoeur (2010), among others. Secondly, there was Discursive Textual Analysis (ATD), using as theoretical support and Galiazzi, Moraes (2011) and for an analysis of equipment, the narratives of life of teachers in training the first group of master's. As methods and techniques have been used bibliographical research works concerning the Narrative Research, teacher training and Technological Education, held natural participant observation that was adequate to the proposed objective since the researcher is part of the group of teachers, subjects research. Data collection was conducted from moments of observation of classes held in the first year of training in the MPET, the II Conference and Project Seminar from which were made field notes of descriptive and reflective type, records through photographs, sound recordings and image of said time of observation. Based on indicators emerging from this process ATD, it showed the potential of narratives in contributing to teacher training, and from there, we proceeded to the preparation of the site / blog Narratives on MPET (www.narrativasnomept.com) as a possible resource to contribute in formation process of teachers who work in Technological Education. Finally, it is expected that with the use of this resource through the development of the proposed topics and from the interaction activities, arising referrals for future research.Item Percursos de autoria de professores no ensino tecnológico(Instituto Federal do Amazonas, 2017-12-12) Santos, Antonio Paulino dos; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707This work has a qualitative character and the intention to investigate the episodes that are possible to be narrated about the authorship of the researcher and other actors (teachers of IFAM campus Lábrea) when they tell about their teacher stories, which generates the need for those to narrate episodes about the paths derived from their teacher stories. In order to achieve this general objective, information related to the period in which I acted as a teacher will be systematized, highlighting important episodes during the course of authorship, considering the specificities of my home city, and will be narrated and presented the authorship courses of professors who work at IFAM campus Lábrea. At the first moment, a proper bibliographic review will be carried out on authorship paths. Then the researcher will systematize his remarkable episodes through his memoirs, with documents, photographs, excerpts of texts, among others (autobiographical narrative). The narratives of the other subjects will be obtained from recorded conversation wheels, the texts being transcribed and made points and counterpoints between the paths of the researcher and the other subjects, evidencing the proper discourse analysis, which may, in addition to generating documentation for the subject IFAM campus Lábrea; the re-signification of the pedagogical practices of teachers and subsidize a proposal of a short course with a dissertation product, which will allow teachers of Technological Teaching and readers in general to see authors of their own stories.