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URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Resultados da Pesquisa
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 Narrativas de professores da Educação de Jovens e Adultos: retrato do CEJA Jacira Caboclo(2018-12-18) Cavalcante Filho, João da Costa; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonçalves, Carolina Brandão; http://lattes.cnpq.br/8487067754847351This research is presented with the intention to understand the construction of the sociological portrait of an educational institution: the CEJA Jacira Caboclo, from the narratives of four teachers, in the context of practice teaching in adult education (EJA). Thus, the theoretical-methodological research carried out through an approach that collaborate with our research objectives that were anchored in the benchmark of sociological portraits (LAHIRE, 2004). For that, by the construction of personalised teaching portrait of the researcher who, in their narratives, shows up in the contexts of personal and professional life. In this way, the teachers ' narratives of adult and youth education have become benchmarks for the construction of the sociological portrait of CEJA Jacira Caboclo, in line with the personal and professional lives of these educators. In this perspective, the analysis of the routes if marked in two lines of investigation:) the first if has excelled by exploiting the person and Professional active in youth and adult education (EJA), analyzing, so, the contexts of family origins, the motivation for the choice of the teaching profession, the exercise of teaching as work and teaching in adult and youth education. (b)) the second, from the perspective that the narratives of the teachers of the EJA revealed the existence of professionals committed to challenging contexts of adult and youth education. In this way, teachers of adult and youth education must be valued because they wish to contribute to the success of students formed by young people and adults who, at some point in life had difficulties of all kinds to study at age, and return to school in order to complete your training on the requirements of the world of work. Therefore, the sociological portrait of CEJA Jacira Caboclo reveals a space of possibilities around the training of teachers from their personal and professional experiences on the picture of total absence of continuing training in service by the competent organs in the construction of a training itinerary.Item O uso de animações computacionais na formação inicial de professores: uma alternativa para melhoria do ensino de química(Instituto Federal do Amazonas, 2016-12-06) Lopes, Auxiliadora Cristina Corrêa Barata; 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; Oliveira, Liliam Gleicy de Souza; http://lattes.cnpq.br/5975146879421482Experimentation in chemistry teaching generates interest among students through discipline. This situation can be observed in the different levels of schooling, from Basic Education to University. However, the teaching-learning process has shown that, for the most part, the use of experimentation is not contemplated in basic education. Among the main arguments that justify the low use of the laboratory are the pedagogical, economic, structural and human arguments. It is known that there is practically nothing that completely replaces the pleasure in learning that a practical class provides, but the use of some alternative methodologies or resources may alleviate the lack of experimentation in teaching chemistry. Computational animations are examples of alternative resources, since it allows the visualization of experiments in the field of chemistry, which for any reason are impossible to be realized in the teaching laboratory. This study was developed in order to develop animations aimed at the teaching of chemistry and to verify their contribution in the teaching-learning process and in the initial formation of teachers. The work was developed with participants of the Uirapuru Project, developed under the Institutional Program of the Initiation to Teaching Grant - PIBID, in the context of the Federal Institute of Education, Science and Technology of Amazonas - IFAM. In order to reach the desired objective, the methodological course was worked according to the philosophical approach of the dialectic, the qualitative approach and the methodological strategy of the action research, which supported the specific stages of this research as follows: To qualify undergraduate chemistry graduates Uirapuru Project to produce animations through Power Point software; To apply in the classroom the animations produced and to analyze the contribution of this resource in the initial formation of teachers and in the teaching-learning process; To scientifically disseminate the knowledge built from this research through the presentation of academic papers in educational events and periodicals; And produce a website containing tutorial and animated examples in order to assist teachers in the development and use of animations in teaching chemistry. It is concluded that this work contributed to the initial training of teachers, inserting new languages and technologies in teaching practice, as shown by the perception of the licenciandos in the evaluation, in which 100% of them inferred that believe that the animations created in Power Point can be used as a resource for teaching, identified animations as an important tool for teaching chemistry, and can also be created as resources for other disciplines, and signaled that they would use this feature in their classrooms. Of the supervising teachers and scholarship recipients, 100% believe that the use of animation facilitates understanding of the content taught and can positively interfere with the teaching- learning process in chemistry. This contribution was verified in the teaching-learning process through a significant increase in the thematic issues of chemistry, in which a greater understanding of content was perceived, thus promoting a meaningful learning, according to Richard's Cognitive Theory of Learning Multimedia Mayer. In this way, an improvement in the teaching of chemistry is offered.Item Formação de professores para o atendimento educacional especializado na rede municipal de ensino de Manaus(Instituto Federal do Amazonas, 2017-12-14) Queiroz, Julia Graziela Bernardino de Araújo; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Matos , Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676Item Formação continuada na escola: construindo discussões sobre as TICs nas práticas pedagógicas com professores da Secretaria Municipal de Educação de Manaus(Instituto Federal do Amazonas, 2017-02-16) Tavares, Adriana Nogueira; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Brito , Luiz Carlos Cerquinho de; http://lattes.cnpq.br/7868389442607257; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861This dissertation presents an investigative-experiential research of formative aspect, with the theme: "Continued Formation in the School: constructing discussions on the TICs in the pedagogical practices with professors of the Municipal Secretary of Education of Manaus". The problematic to be investigated wants to verify the contributions that a formation in school context, specific in educational technologies, can bring to pedagogical practices. With this, the following general objective was established: to develop a continuous formation in TICs for pedagogical practices in the school context and in collaboration with a group of teachers of a school of the Municipal Network of Manaus. The specific objectives were: a) to diagnose, through a questionnaire, the use of the technologies in the school and the training processes of the participating teachers; b) develop a continuing education experience in the school about ICT for education, based on the diagnosis made; c) To analyze the contributions that the training applied by the research, has brought to the teaching learning about the educational ICTs; D) To construct a proposal of continuous training of teachers in ICTs for the school context. From this perspective, we carried out the research in the school at the Madre Tereza Municipal School in Calcutta, located in the East Zone of the city, belonging to the District II East Zone of the Municipal Education Network of Manaus, having as collaborating group teachers who teach classes in the night shift, In the Education of Young and Adults 1º and 2º segments. The research was carried out from May to August 2016, during the night shift, and the instruments that provided support for the analysis were: a diagnostic questionnaire, an evaluative questionnaire, notes in the field diary and the accomplishment of five formative meetings at the school registered in Photographic images. The answers of the questionnaires were obtained through an individual file. With the result of the diagnostic questionnaire, the structure and organization of the formative meetings with the participating group was developed, having as epistemological basis the following concepts: collaboration, reflection and knowledge construction, conceptions that contribute to delineate an autonomous, creative teaching profile And critical. From the formative experience developed with the group of participating teachers and the results generated by the evaluative questionnaire, the product of the research was reached with the title of "Formative Itinerary on ICTs for pedagogical practices". The Itinerary is organized in five formative meetings, structured in the following way: objectives, content, videos, support material and suggestions of readings for the trainer. This Itinerary has been expanded and reorganized, and can be applied to any group of teachers that wants to deal with the use of technologies for educational practices.