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URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36

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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 de
The 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.
Formação de professores e educação antirracista a partir de narrativas (auto)biográficas
(2024-02-29) Silva, Rafaela Fonseca da; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746
The research is inserted in the field of Teacher Training and Anti-Racist Education, it is dedicated to an investigation through the experiences of a quilombola researcher and understanding the need to be renewed and implemented according to laws 10.639/03 and 11.645/08 in everyday life school. The assumptions of Anti-Racist Education through the (auto) biographical narratives that are demonstrated here seek to criticize the non-execution of anti-racist education in everyday school life and the challenges that black teachers face in their professional training and practice. The objective of the research is to analyze the role of (auto) biographical narratives in the training of black teachers for Anti-Racist Education. This exercise will enable a reflection on the author’s experience in this struggle. And from this set of analyses, build an educational product that promotes the appreciation of the (auto) biographical narrative in the training of black teachers for anti-racist education. The following authors were identified for the theoretical framework: a) on issues linked to racism: Abdias Nascimento, Djamila Ribeiro, Silvio de Almeida, Nilma Lino Gomes, Lélia Gonzalez, Conceição Evaristo, Kabengale Munanga, Chimamanda Nigozi Adiche, bell hooks; b) on teacher training issues: António Nóvoa, Francisco Ibernón, Donald Schön, Isabel Alarcão, Carlos Libâneo; c) on issues related to (auto)biographical narratives: Marie-Christine Josso; Elizeu Clementino Souza, Maria da Conceição Passeggi, D. Jean Clandini, Michael Connelly.The approach used in this research was qualitative, as it tries to understand how the phenomenon happens through the approach of language, its symbols, senses, meanings and representations. To achieve the objectives of this research. The results served as a basis for developing an initial training proposal for black teachers from Quilombo Urbano de São Benedito with a focus on racial literacy. To publicize this proposal, an Educational Product entitled “Sankofa” Anti-Racist Teacher Training Book was created, presenting a contemporary discussion on anti-racist education based on primarily black literature with the participation of black teachers from Quilombo Urbano do Barranco de São Benedito who were the subjects of this research.
Desenvolvimento profissional docente centrado na escola: vivências de uma construção colaborativa em uma escola pública de Manaus
(2023-12-18) Costa, Ildeneti de Jesus Alves; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Bandeira, Salete Maria Chalub; http://lattes.cnpq.br/8237618630696616
This research, which focused on teacher training, was conducted in a public high school, located in the north zone of Manaus. It had as general objective to understand in which aspects the collaborative construction of a plan of Teacher Professional Development Centered in the School can act in the professional development of teachers, and as specific objectives a) articulate the concepts of School-Centered Teacher Professional Development and collaborative work; b) build collaboratively with teachers a School-Centered Teacher Professional Development Plan (PDPDCE); c) analyze the experience of the collaborative construction of the PDPDCE in the professional development of teachers; d) systematize the School-Centered Teacher Professional Development Plan, taking into account the specificities of the educational product of the research. The methodological strategy for the development of the research was action research, from Tripp (2005), Kincheloe (1997) and Thiollent (2011), and occurred in (5) five phases: diagnosis, planning, implementation, evaluation and dissemination. The participants were 96 teachers, organized into two groups: GA (all teachers) and GB (4 teachers Representatives of the group of all teachers - called collaborative group). The experience in the collaborative group allowed us to systematize the educational product, entitled: "School-Centered Teacher Professional Development Plan: what is it and how does?". To produce research data, we used the following techniques: Dialogic Meetings (EDs) and participant observation, and the following instruments: questionnaire, field diary and audio and video recording. The data analysis was made through the Discursive Textual Analysis ATD), based on Moraes and Galiazzi (2006). The research results showed that the collaborative construction of PDPDCE acts: 1) in the output of professional teacher isolation; 2) the collaborative construction of the PDPDCE and the reflective experience acts in teacher learning and in the resignification of pedagogical practice; 3) acts in teacher appreciation. From the analysis of the three aspects pointed out by the analyzes, we understand that the collaborative construction of the PDPDCE contributes, in the school context, to the construction of a community of formative practice. All the analysis carried out helped us to systematize the Educational Product (EP), according to its specificities and the CAPES guidelines. The EP, entitled: "School-centered Teacher Professional Development Plan: what it is and how it is done?”, aims to: provide formative experiences that act on the professional development of primary school teachers.
Do martírio da memória ao encanto da imaginação: uma proposta para formação inicial de professores de História na perspectiva do letramento histórico
(2023-12-06) Carvalho, Thalia Abreu de; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Patrícia Rodrigues
This research, inserted in the field of Teacher Training and Historical Education, is dedicated to an investigation into the initial training of History teachers from the perspective of the concept of "Historical Literacy". This approach is based on the convergence of two research categories: "Historical Consciousness" and "Historical Literacy". The assumptions of Historical Literacy that are examined here seek to criticize the traditional model of History teaching, promoting alternatives based on a critical view of teaching. The objective of the research is to analyze how the Historical Literacy category contributes to reflection on teaching practices during the initial training of History teachers. The results of this study served as the basis for developing a proposal for initial training for History teachers with a focus on Historical Literacy. To publicize this proposal, the Podcast "PODFORMAR" was created, designed with the purpose of assisting in the training of future teachers who are aware of their role in training critical students and capable of relating school teaching to everyday life.
Processos formativos de professores e o ensino de história e cultura afro-brasileira no município de Parintins-AM
(2022-02-28) Santos, Pedro José Seixas dos; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Silva, Julio Cláudio da
This dissertation approaches and studies the teachers' initial formation and the history teaching and Afro-Brazilian culture in the municipality of Parintins-Am. The research counted with a total of four history teachers that had formation in that teaching area. The teachers' choice was guided through the legal text of the Law 10.639/03 which regulates that, in all of the schools and in the higher education it is obligatory the Afro-Brazilian teaching. The objective is to analyze the contact experiences in the teachers' of the Basic Education of the municipality of Parintins initial formation in relation to the themes of the teaching of History and Afro-Brazilian Culture and History of Africa. The study part of the following problem: how did feel the contact of the teachers exits of the University of the State of Amazon and of the Federal University of Amazon with themes of the History of Brazil along the guidelines national curriculares for the education of the ethnic-racial relationships and for the teaching of History and Afro-Brazilian and African Culture? The procedures methodological employee in this study were based in the methodology of oral history, for being an interdisciplinary methodology that it makes possible the data collection through interview. This way, for the analyses of the interviews, we used the analysis of contents of Bardin through the categories that owed we list the experiences of the subjects: The racism; The teachers' formative process; the contact with the law 10. 639/03 and pedagogic strategies adopted in the history teaching and Afro-Brazilian culture in the school. The research is of fundamental importance, have seen that the racism against the black population has been practiced from the period colonial, same past so much time, in the current days there are people that suffer and they die due to attitudes racists. The research pointed that the teachers a little had contact with the black's history in Brazil, as well as the history of Africa. In the disciplines in the higher education the larger contact was with related themes the natives' history. As the teachers appeared, when they went to work those subjects in classroom came across with a theme totally new, according to the compulsory nature of the law 10. 639/03. The strategies that the teachers used to assist the law were to research on the theme in books, internet and magazines. The educational product results of the investigations with subject of the research and through yours you experience of work to assist the curricular guidelines. It is divided in pedagogic axes: The fight for recognition; planning of the activities; culmination; pedagogic clues. It has for objective to guide pedagogic activities that have for theme the history of the Afro-Brazilian culture.
Tornar-se professor: autoformação de professores sob a perspectiva do patrimônio cultural docente
(2022-12-16) Diniz, Emma Paula Chavez; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Luna, Rita Esther Ferreira de; http://lattes.cnpq.br/3807042671218885
Bacharel, tecnólogo e agora professor: a constituição da docência na educação profissional
(2022-02-25) Lins, Antonio Blanco Acioli; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707
Throughout history, Professional Education (PE) has not been on the agenda of effective policies for teacher training of professionals who work in this type of education, which has professionals with varied educational profiles who work as teachers there, often without having undergone pedagogical training. Thus, in this research, we sought to answer the following problem: How does the constitution of professional education teachers take place, having as reference the multiple dimensions of teaching knowledge? We aimed to analyze the constitution (formation, insertion in teaching, constituted knowledge, recognition as a teacher) of the teaching of non-licensed professionals who work in BS. As a theoretical basis to support this research we rely on authors who deal with the knowledge of teaching, such as Tardif (2012), Gauthier (2013), Pimenta (2012), and professional education, such as Kuenzer (2012), Machado (2008), Moura (2008) and others. The methodological path followed the assumptions of the qualitative approach with inspiration in the methodology of action research, having as institutional context the Center for Technological Education of Amazonas-CETAM. The research participants were 07 non-licensed professionals who work as teachers in technical professional education medium level, which responded to semi structured interviews organized according to a previous script of questions, transcribed and analyzed following the prerogatives of the spiral analysis proposed by Cresweel (2014). From the reports of the participating teachers, it was possible to learn that they entered the teaching profession due to lack of opportunities in the specific area and to supplement their salaries. Experiential knowledge is predominant in their practices, with emphasis on the models provided by former teachers and the specific knowledge built throughout their work activities. There were also reports about the difficulties derived from the deficiency of pedagogical knowledge. These results are consistent with the literature and reflect the lack of specific training to work in professional education, which historically, has always occurred through emergency actions and improvisation. Moreover, the research participants did not demonstrate clarity about teaching as a profession, considering here their theoretical and procedural knowledge. Considering the results of this research and the fact that it is articulated to a professional master's degree, we built, as an educational product, a Didactic Guide entitled "I am an PE teacher: what should I do? Expanding the knowledge for teaching in Vocational Education", aiming to contribute to the construction and expansion of teaching knowledge, especially the theoretical foundations of vocational education and pedagogical knowledge. Besides the didactic guide, a website (www.antoniolins.com) is produced composed of videos that discuss the guiding concepts of professional education, as well as concepts and terms related to pedagogical knowledge. The teachers considered the Didactic Guide, the Website, and the course to be very good in terms of design, language, objectives, and target audience, and considered it to be a pedagogical material of great value for the teaching work in PE. As future perspectives and taking into account the current context of political changes in teacher education, we understand that more reflection and discussions are need to address the specificity of the training profile for teaching in BS, aiming at the realization of an omnilateral training that can articulate work, science, technology and culture.
Sala inclusiva: uma proposta didática para professores de alunos surdos e ouvintes
(2022-02-28) Lavor, Patrícia Lucena de; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Azevedo, Rosa Oliveira Marins; Nascimento, Maria Evany do
Research in the area of special education in the inclusive perspective, specifically, points out weaknesses in the teaching-learning process of deaf students inserted in inclusive (common) classrooms. The weaknesses that concern visuospatial communication, the Brazilian Sign Language-Libras, specific knowledge and pedagogical actions that involve deaf students are directly related to the teacher of this audience. In other words, it implies saying that accessibility needs to be expanded and understood from the subjects it is intended for. Thus, this study aims to reflect, in the context of the inclusive classroom, on the contributions of ergonomics and visuospatial communication in the teaching-learning dynamics of the deaf student, and on the importance of knowledge of these areas for teacher education. The investigation took place in two federal institutes, at the Federal Institute of Roraima - IFRR and at the Federal Institute of Amazonas - IFAM, with 19 participants, being: 08 teachers, 04 sign language translators and interpreters, 03 deaf students and 04 hearing students. The research is characterized as an intervention proposal with a public that communicates through the visual-spatial field, where the hands speak and the eyes hear and that requires, above all, from the teachers, adjustments that promote their inclusion. In this perspective, we seek to develop a qualitative investigation, based on the case study, taking as a reference the methodology proposed by Yin (2001), in dialogue Hernandéz Sampieri (2013) and Gil (2008). For the theoretical foundation, we used authors such as Quadros (2004), Gaudiot (2010), Fransolin (2016), among others, as well as we proposed to bring analyzes of the context of deaf education, research on educational practices, and also the Brazilian legislation regarding to deaf students, such as, for example, Decree nº 5.626/05 which provides for Libras. Likewise, we consulted articles, books, didactic material, dissertations and theses that dealt with the topic in question. And from this, we centered our study on the development of some operational guidelines that would help the teacher in the didactic practice, articulating it to visual aspects in the context of teaching, namely, visuospatial communication and ergonomics, in the proposition of a visual didactics. Ergonomic and accessibility issues are added to the didactic action of the teacher in the training process, whether initial or continuous. As a result, from the connection between professionals who work in the service line with deaf students, we found that the school still works with a traditional classroom organization, without considering the inclusive movement. In this sense, knowledge about ergonomics, the accessibility of visuospatial communication and visual didactics can contribute to a change in the way of conceiving the inclusive room. Thus, we understand that, in addition to contributing to the training process of teachers in inclusive classrooms, this research can also provide these teachers with an opportunity to reflect on their practice in the context of deaf education, which, therefore, will be reflected in the future school life of their students.
Docentes e docência: caminhadas na educação a distância do IFAM
(2022-02-25) Ribeiro, Carmem Lúcia de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; Pacheco, Maria Lúcia Tinoco; Gonçalves, Carolina Brandão
The present dissertation entitled "Teachers and Teaching: walks in Distance Education at the Federal Institute of Amazonas/IFAM" aimed to investigate whether the pedagogical training offered to teachers who worked in the Lato Sensu specialization courses in Rural Education and History and African and Afro-Brazilian Culture developed through the Open University of Brazil (UAB) at IFAM, provided them with knowledge to face the challenge of planning and executing their DE classes. In addition, in the search to help teaching work in the field of distance education, this research brings as a final product, a book, in digital format, of the e book type, whose content addresses pedagogical and technical guidelines aimed at planning classes in this area. educational. The e-book is called “Planning classes in distance education”. Regarding the methodological procedures, we chose to use documental research, with a qualitative approach. Two data collections were carried out, the first being with a group of 10 (ten) professors who worked in the Lato Sensu Postgraduate courses in Education in the Field of African and Afro-Brazilian History and Culture offered by UAB at IFAM. In a second moment, 10 (ten) education professionals were invited to carry out the evaluation of the Educational Product generated through the research practice of this dissertation. Thus, an electronic questionnaire was used for data collection, created using the Google Forms resource. The participants' speeches were analyzed according to the principles of methodology and content analysis present in Bardin (2011). The results of the first survey showed some gaps to be filled, such as the large number of students per class and the difficulties in procedures to plan classes. In the second survey carried out, referring to the evaluation of the Educational Product, it showed a high level of acceptance of the e-book associated with this dissertation. The study concluded that the product generated in the course of the research practice represents an instrument that can guide pedagogical practices in distance education, as well as subsidize the improvement of teaching work in this teaching modality.
Casos de ensino: uma abordagem pedagógica para a formação de professores no ensino com mediação tecnológica no Amazonas
(2021-02-12) Oliveira, Carolina de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia de; Silva, Josiani Mendes; Soares, Ana Paulina Aguiar
The research presented the challenges faced by the teachers of the Centro de Mídias de Educação do Amazonas of the State Education Department with the possibility of minimizing / overcoming the demands for improvement through teacher training using the case instruction method. The achievement of this objective was addressed by the pursuit of listening, observing and structuring the narratives in and out of classroom experiences where teaching is mediated by digital technology in distant communities including the most remote cities from Manaus. The foundation of this qualitative research was directed at the literature, which is now scarce in Brazil on Teaching Cases, Problem Cases, Method of the case in teacher education in the area of education and recognition, even if succinct, of the cultural, geographical and contextual diversity of the state of Amazonas. As for the specific objectives for the development of scientific writing Centro de Mídias sought to identify the demands of teaching work, identifying the teacher training process, developing teaching cases contextualized to teaching practice and, applying the Teaching Cases in pedagogical workshops for teacher training at the same institution. As an educational product disseminated by digital e-book five teaching cases were prepared in the format of short cases, entitled How does the boat come from? Call whoever has the key, The storm is coming, Send the material and Class was 10. Also in the e-book there was a brief overview of those involved in the research, in the theoretical part as support to the participant and the trainer guidance on how to prepare to maximize the use of experience with this training method. The e-book was named Da Várzea a Terra Firme making an analogy to the research process and its changes during writing, but also to show how teaching cases and their educational objectives can establish learning communities and provide personal training advantage and professional. In addition, teaching cases as didactic material contribute to the improvement of teaching practice and have the effect of inspiring teachers with different perspectives, suggestions about a situation, providing a safe environment to idealize solutions or decision making.

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