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URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Item Pedagogia da alternância e a atuação docente: uma experiência com o Proeja indígena no IFAM Campus Maués (2018-2023)(2023-10-20) Vieira, Silvia Carvalho; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Melo, André de OliveiraThe present study aims to analyze the formative dimension of teachers through the experienced gained at the Federal Institute of Amazonas, Maués campus, and its contributions to the development of specific education in indigenous land in the municipality of Maués, located in the state of Amazonas. The study seeks to investigate how this involvement contributes to teacher development and differentiated education in the indigenous community. The research was conducted in a specific context, in which participating teachers were directly engaged with the indigenous community located on Michiles Island, in the lower Amazon region, as part of an educational organization proposal developed for this space, based on the Pedagogy of Alternation. This teaching approach was implemented with the Sateré-Mawé indigenous people, between the years 2018 and 2023, in the context of the technical course in agroecology aimed at youth and adults. Regarding the methodology, we adopted a qualitative approach for the research, as this strategy is not translated into numbers. We sought to verify the relationship between reality and the object of study, obtaining interpretations through discursive textual analysis to deepen the understanding of a specific social group – in this case, teachers from IFAM Maués who were involved in Indigenous EJA/PROEJA. We conducted observations, field visits, questionnaire administration, semi-structured interviews with teachers, and analysis of institutional documents. The research was developed in close collaboration with teachers and the local indigenous community, ensuring active participation of those involved. The study highlights the importance of teacher training and adaptation of pedagogical methodology to the particularities of the indigenous context. Additionally, we describe the creation of an Educational Product, a Guide that presents principles and guidelines for technological education in the Pedagogy of Alternation within the context of Indigenous PROEJA, using this experience as inspiration. The aim is to assist other teachers seeking to understand and engage in this educational context. For the development of this material, we employed the following methodology: the research conducted is of a qualitative nature and was organized through the following stages: Field observation and investigation, implementation, and evaluation. The evaluation was based on the layers mentioned by Mendonça et al. (2022). In this regard, we aimed to verify whether the educational product encompasses the four mentioned layers: conceptual, didactic-pedagogical, communicational, aesthetic, and functional. According to the author, these layers should be present in an educational product and were evaluated using a Likert scale assessment form. The evaluation was carried out by a committee of experts composed of professors from the Federal Institute of Amazonas.t.Item 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.Item Manutenção e instalação de computadores: uma proposta de ensino e aprendizagem na perspectiva da educação indígena(2021-12-16) Andrade, Bruno da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mourão, Andreza Bastos; http://lattes.cnpq.br/1186847209842804; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494This research presents a proposal for teaching and learning content related to the maintenance and installation of computers. It is aimed especially at helping students of technical courses in computer science in an indigenous context. It aims to enhance the development of skills so that students can diagnose problems, identify possible causes, and propose solutions. It was developed using the active methodology of Problem-Based Learning, aided by a learning guide, visual and digital resources, and an evaluative rubric. The proposal was validated by an Ad hoc committee, composed of professionals in the areas of design, computing, and speakers of the Nheengatu indigenous language, who evaluated the proposal for its applicability. The analysis was performed using a Likert scale and the content analysis method for qualitative analysis. In the analysis process, the items evaluated refer to the design (Infographics, Typography, Color palette and Visual elements); informatics (applicability of the proposal through the learning scripts, learning outcomes, content covered, tasks and evaluation, being arranged as to the clarity and pertinence of the item) and the indigenous language (writing and visual elements). As for the results, the Design category showed more variance, with the infographics and typography elements being the main aspects to be adjusted in the proposal. The Computer category involved adjustments for spelling, textual changes, and elaboration of questions that stimulate the student to understand and interpret the activities. The Indigenous Language category, on the other hand, took into account mainly the arrangement of words in a concise manner. Through this research it was generated an educational product called: Maintenance and Installation of Computers in an Indigenous Perspective: didactic guide for teachers", which has as its main focus to help teachers in the pedagogical performance in computer maintenance disciplines, mainly in an indigenous teaching and learning context, aiming to contribute so that students can diagnose problems, their possible causes and develop solutions.Item Formação continuada pela aprendizagem baseada em projetos: atuação no desenvolvimento profissional docente de professores formadores(2021-10-29) Câmara, Aldemira de Araújo; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257This research had the purpose to understand in which aspects a Continuing Education, based on Project-Based Learning, can act in the Teacher Professional Development of trainer teachers, since it is a consensus that the demand for good results in student learning increasingly requires trained and qualified teachers; this concerns, which should not only be during their initial training, but throughout their professional life and continuing education. There are three basic concepts in the research: Continuing Education, Teacher Professional Development (DPD) and Project-Based Learning (PBL). The research was carried out at the Educational Technology Management (GTE) of the Municipal Education Department of Manaus, with 08 (eight) trainers teachers who work in the coordination of training projects that GTE implements with teachers from the municipal education network. Action research was used, from Tripp (2005), to understand and improve the research process, through a cycle of 3 (three) phases: planning, implementation and evaluation. The process experienced throughout these phases allowed the organization of the educational product of this research, namely: "Proposal for the elaboration of training projects by the PBL for the teacher professional development of trainers teachers", with the objective of contributing to the Teacher Professional Development (DPD) of trainers teachers through the development of training projects based on Project-Based Learning (PBL). From the perspective of the Data Analysis Spiral (CRESWELL, 2014), the data was analyzed to understand and respond to the research problem, as being qualitative research, it is concerned with understanding the phenomenon, its senses and meanings that the build (MORAES; GALIAZZI, 2016). The results of the research induced that Continuing Education, based on Project-Based Learning, acted in the Teacher Professional Development of trainer teachers in 03 (three) aspects: 1) recognition of the importance of reflecting on their own practice to generate changes; 2) recognition of the school context as a formative and potentiating element of professional practices; and 3) recognition of the importance of acting in the management of their own training processes for the development of professional skills.Item Avaliação da aprendizagem: instrumentos e critérios avaliativos na formação inicial de professores(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Eliane, BatistaThis research deals with the evaluated instruments and criteria, in the context of learning assessment, by enabling reflections and dialogues, based on the experiences of undergraduate students in Biological Sciences and Chemistry. Understanding the importance of training these students, this research aims to develop a proposal for initial training, based on the statements of undergraduates on learning assessment, instruments and evaluation criteria at the Federal Institute of Education, Science and Technology of Amazonas - IFAM Campus Manaus Center. Therefore, it presents the evaluation of learning, instruments and evaluation criteria in teacher education, based on the views of Luckesi (2011), Perrenoud (1999), Pacheco (2002), Rossit and Storani (2010), among others. The research results from an exploratory and descriptive study, with a qualitative approach. For this, we used the questionnaire as an instrument, with questions that focus on the academic experiences of the undergraduates. Data were organized and interpreted using the Content Analysis Technique (Bardin, 2009), divided into three phases: 1) pre-analysis; 2) exploration of the material (coding and categorization) and 3) treatment of results: inference and interpretation of data. To evaluate the educational product, we submit to an Ad Hoc Committee, formed by specialist teachers, masters and doctors who work in basic and higher education and in training courses for teachers in public institutions. Thus, the results of the analyzes indicate that the undergraduates understand about the assessment of learning and the relevance of establishing instruments and criteria that serve to diagnose, monitor and intervene in the evaluation process, as well as pointing out that the most used instruments, from their experiences are objective and discursive tests, and little used, consider pre-tests and cooperative assessment. As for the evaluators trained by the Ad Hoc Committee, they issued a favorable opinion to the educational product, considering it valid in its objective of contributing to the training of licentiates.Item Fazer-se docente no cotidiano da sala de aula do PROEJA-CMC: um olhar sobre o processo formativo do professor(2021-02-04) Oliveira, Erismar Nunes de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco , Maria Lucia Tinoco; http://lattes.cnpq.br/8566103887875970; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245This work presents a research on teacher training under the National Program for Integration of Professional Education with Basic Education, in the Youth and Adult Education Modality (PROEJA). It was formulated as a general objective - To understand the formation of the teacher of the Mechanics course, in the EJA modality, considering the daily life of the classroom and its life history, having as its locus of research the Federal Institute of Amazonas - IFAM -Campus / Manaus /Center. In a more specific way, the following questions were answered that contributed to trace the path taken: 1) Considering PROEJA as a proposal for the world of work, without excluding the critic's idea, what are the specificities of teaching work in this teaching modality? 2) What look does the educator who works in the Mechanics course have on his formative trajectory, considering his life story? 3) What challenges has PROEJA faced, in the scenario, in which it was built as a program and which is still present in the Mechanics course? It was proposed to carry out this study, the realization of a qualitative research in the perspective of the case study of the ethnographic type. For data collection, three mechanisms were used: the logbook, narrative interviews and classroom observations. The theoretical-methodological framework used supports the themes of teaching, training and teaching for EJA and teacher training for Professional Education. It became evident, from the study, that the training of teachers is not only built with the theoretical assumptions acquired in the initial training, but also through practice with practice in dialogue with epistemological knowledge as a source of other knowledge.Item Formação continuada de professores indígenas do alto Rio Negro em educação em saúde bucal(2020-09-28) Leiria, Laís Vilhena; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Weigel, Valéria Augusta Cerqueira de Medeiros; http://lattes.cnpq.br/6273580825792084Education in oral health requires an expanded approach to the health-disease-care process and, above all, multidisciplinary strategies, involving various professionals and social institutions, including the school. However, in the case of indigenous peoples, this model of care must go beyond the prevention of oral diseases, and it is also important to develop the subjects' autonomy and reduce risks through health promotion actions. This research aimed to investigate in which aspects a continuing education course in Oral Health Education can collaborate in the process of reflection of the indigenous teacher from Alto Rio Negro regarding his educational practice in oral health at school. The research participants were four indigenous teachers who work in basic education, in a school in the Ilha das Flores community, in the municipality of São Gabriel da Cachoeira, Amazon. It was a qualitative research, using action research (TRIPP, 2005) as a method for the development of continuing education, with a workload of 20 hours, structured in three phases: planning; implementation and evaluation. As data collection techniques, we used the focus group and observation; and as instruments for recording data, we use the session reports, audio and video recordings and productions of the participants (notebook with written records, drawings and teaching materials). The data were organized and interpreted through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), and pointed out four aspects: 1) the rescue of the discussion about the discontinuity of oral health education actions at school; 2) the teacher's role during the training course; 3) the joint actions of education and health in the village, represented symbolically, by the union of three hills: education, indigenous mythology and health and; 4) the reflection of the educational practice in oral health at school revealed through concepts, procedures and attitudes of teachers during the training. This research resulted in the educational product, “It's time for Aru: new winds for Oral Health Education in indigenous schools”.Item Educação ambiental na Amazônia: uma experiência interdisciplinar(2020-12-10) Ribeiro, Cilene Maria Melado Alvim; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560This research provided, through an extension project, interdisciplinary activities involving Environmental Education and Physical Education in non-formal Amazonian spaces. 45 high school students from two schools in the city of Manaus participated, one state public and the other federal, with all participants in the project entitled "Environmental Education: awareness through physical activity practices" at IFAM - Campus Manaus Centro. The action research was divided into three stages: 1) a) selection of research participants and collection of information about the places where the research was carried out; b) diagnostic application to collect the students' initial knowledge through the questionnaire in a formal space; c) expository dialogue, planned based on the initial knowledge verified through the diagnostic questionnaire; d) visit in a non-formal Amazonian Soka Amazon space, and e) the environmental projects workshop to verify the students' final learning. 2) a) Analysis of the data collected: field diary, questionnaires, drawings, projects elaborated in the workshop; were explored by means of analysis criteria (categorical analysis) and by rubrics, in the sequence, we treat the results obtained that allowed the creation of tables, charts, graphs. 3) a) Elaboration of the educational product: a didactic guide accompanied by a video highlighting the reserve environments where teaching activities can be developed in the context of the Amazon, serving as a subsidy for students and teachers. The non-formal spaces used in the perspective of teaching expand the regional Amazonian knowledge offered by direct contact with these ecosystems and physical activities when carried out in natural environments, arouse benefits in the physiological, cognitive, learning and integral training of students.Item Sou bacharel e sou professor. E agora? A construção do ser professor na educação profissional técnica de nível médio(2021-02-24) Lima, Inalda Tereza Sales de; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Costa, Mônica de OliveiraThe present research arose from a personal concern, arising from the long life with bachelors who become teachers in professional education. We investigated the processes in which unlicensed professionals became teachers and how teaching is constituted by them, considering the knowledge constructed in this process. We start from the following research problem: How do bachelor's professionals who work in technical vocational education at high school - EPTNM constitute themselves as teachers? As a general objective, we seek to investigate how and under what circumstances professional bachelors who work in technical vocational education at secondary level are constituted as teachers. The focus of the research was the Academic Department of Infrastructure - DAINFRA of the Instituto Federal do Amazonas - IFAM - Campus Manaus Centro - CMC, responsible for offering the High School Technical Course in Buildings, among others. We start by contextualizing professional education considering its origin, legal bases and theoretical foundations that guide teacher training and teaching knowledge. The methodological path followed the prerogatives of Connelly and Clandinin (1995), and the data analysis was based on comprehensiveinterpretative analysis (SOUZA, 2006). The research, of a qualitative nature, was based on the narrative approach, having as participants six bachelor teachers, who wrote training memorials, in addition to being interviewed following the assumptions of the narrative interview (JOVCHELOVITCH; BAUER, 2014). We found that most bachelors joined the teaching profession because of the job opportunities that were presented to them, in addition to the possibility of sharing knowledge and training new technicians, in addition to personal motivations, such as feeling vocational to teach. They cited former teachers and experiences lived as students as models for their performance as teachers and the importance of exchanging with peers and students. It is also an important reference for teaching, the professional experiences arising from working in the specific area. The bachelors also reported the difficulties experienced in their teaching practice, which led us, together with other points reported by them, to the construction of a Didactic Guide to assist bachelors who are part of teaching. With this research, we hope to subsidize the self-training of bachelor teachers, thus contributing to teacher training for professional education, which still faces many challenges.Item 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.