MPET - Produto educacional

URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/30

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Amigos do solo
(Instituto Federal do Amazonas, 2017-03-20) Oliveira, Alexandre Nicolette Sodré; 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 de; http://lattes.cnpq.br/3416993677349221
Soil is a natural component of great importance to the environment. Knowing it is fundamental to ensure its sustainability. However, it often has a role of little relevance in school practice and textbooks do not always succeed in awakening students’ interest in learning about this subject. This booklet aims to be a didactic resource that helps the teaching-learning process of soils in a contextualized and significant way, especially in municipal schools in the rural area of Manaus. It is organized in six chapters where the central character of the narration, shares with the reader, the knowledge built on soils. We hope this product can contribute to the awareness and sensitization about soil conservation.
Aprendendo botânica com plantas medicinais
(2019-04-05) Lima, Henrique Oliveira; Paes, Lucilene da Silva; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/333
As a way to help teachers of science in botanical education, we developed this material that we provide in a simple and practical mode, ways to facilitate the approach of botanical teaching in the classroom. The teaching strategies are presented as a didactic sequence of eight stages, containing the summary of activities, objectives and evaluations used at each stage. Although the material is initially aimed at elementary education, we understand that its applicability also covers the young and adult public.
Atendimento educacional especializado: função e operacionalização
(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/5590755531194676
The purpose of this guide is to subsidize the work of teachers in the Specialized Educational Assistance (AEE) with Special Education students. This can be used in planning or training for teacher training and presents in this, the main legal provisions that ensure these students access to regular education, as well as the right to AEE. In this sense, we identified the spaces for the accomplishment of this service, which include the Multifunctional Resource Rooms (SRMs), Resource Room, Hospital class attendance and home care. The guide also contains information about the main theoretical conceptions of learning such as Piaget, Vygotsky and Wallon, indications for further reading in the themes, and templates for the follow-up of the ESA student, which are part of the Special Education Management Project of Manaus on SRM, models of activities and proposals of support to the ESA, like the Coensino (Collaborative Teaching) and the Plan of Individualized Education (PEI).
Caderno de aplicação de robótica educacional para o ensino de matemática: uma experiência com o estudo das relações métricas do triângulo retângulo
(2016-05-25) Santos, Marden Eufrasio dos; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761; Azevedo, Rosa Oliveira Marins
Caderno temático formativo: sala inclusiva: contribuições para formação de professores no contexto da surdez
(2022-02-28) Lavor, Patrícia Lucena de; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Azevedo, Rosa Oliveira Marins; Nascimento, Maria Evany do
This thematic booklet is a proposal for teacher training in the area of special education in the inclusive perspective, it aims to help teachers who work in an inclusive classroom, with deaf students. The educational product is organized into four units, namely: I thematic unit, which presents some historical facts about the education of the deaf, experience reports and theoretical studies; II thematic unit, which brings the important legislation that subsidizes teacher training, curricular adaptations and accessibility; III thematic unit, which discusses barriers in an inclusive classroom and visual and pedagogical communication strategies; and IV thematic unit, which socializes the different strategies and possibilities of classroom organization. The units are composed of guidance strips and sections such as “Dialogue”, “Hands on” and “Assessment”, organized within moments to assist the trainer. The educational product has a qualitative nature, with theoretical references in Gaudiot (2010), Fransolin (2016), Quadros (2004), Martins (2012), Brazil (2002), Brazil (1996), among others. From the above, we understand that the study of the material has its didactic relevance for the training of teachers, since it socializes guidelines that allow the teacher to think about the organization of the school space in an inclusive perspective. We hope, therefore, that the contributions of this booklet reach teacher training courses, enabling them to be included in the classroom.
Curso de formação continuada em educação especial para coordenadores do NAPNE
(2018-04-13) Costa, Luana Ugalde da; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Souza, Ana Claudia Ribeiro; http://lattes.cnpq.br/7472602272780097; Bandeira, Salete Maria Chalub; http://lattes.cnpq.br/8237618630696616
The coordinator of the Nucleus of Assistance to People with Specific Needs (collaborates directly with the process of inclusion of people with disabilities in the institutions of the Federal Network It is part of its competencies to identify students with disabilities in the institution assist in the adaptation of accessible materials and guide the teaching practice for an inclusive action among others It is understood that continuous training actions directed to NAPNE coordinators are an important resource in the search for an inclusive institution The Continuing Education in Special Education for Coordinators of NAPNE" aims to collaborate with the continuing education in Special Education of NAPNE coordinators and consequently to strengthen the process of inclusion of people with disabilities in the institutions of the Federal Network The proposed course has a workload of 84 hours and it is organized in 13 meetings We presented the necessary procedures for the accomplishment of the formative meetings, as well as the Learning scripts that help the participant in the elaboration of actions based on the topics addressed in the meetings The course originated in a research developed in the Professional Master's in Technological Teaching with coordinators of the NAPNE of IFAC and is configured as a research product Our perspective is that this material contributes to the provision of continuing education in Special Education for NAPNE coordinators and consequently reinforce the process of inclusion of people with disabilities in the institutions of the Federal Network.
Curso de formação em avaliação da aprendizagem: aprendendo sobre instrumentos e critérios
(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; 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; Batista, Eliane; http://repositorio.ifam.edu.br/jspui/handle/4321/683
The assessment of learning directly collaborates with the teaching and learning process of students, for this it is necessary to think about which evaluation instruments and criteria are being adopted by educators in their pedagogical practice. The concept of assessment encompasses a variety of factors, ranging from an act of judgment to a quality judgment, considering the student's academic performance. It is understood that it is necessary to have initial training aimed at undergraduates and teachers so that they rethink their assessment practice and the role they are playing in their professions, consequently strengthening the assessment process in educational institutions. The purpose of the course is to train teachers for the conscious exercise of teaching with regard to the Assessment of learning, through instruments and criteria in spaces of initial or continuing education. The proposed course has a workload of 30 hours, taking place in person, with seven daily meetings, originating from a research developed in the Graduate Program in Technological Education, configuring itself as an educational product. Classes can be taught in a dialogued expository manner, with interaction between course participants through group dynamics, discussions and supervised practices.
Curso de formação para professores de educação física: a obesidade infantil para além do biológico
(2023-02-16) Araújo, Jairo Silva de; Azevedo, Rosa Oliveira Marins
The training of Physical Education teachers presents challenges, especially when it comes to the prevention of childhood obesity, because when one thinks about obesity, the biological aspect of this problem is primarily brought to mind. In an approach, in addition to this aspect, this educational product, resulting from a research carried out in the master's degree of the Postgraduate Program in Technological Education (PPGET) of the Federal Institute of Amazonas (IFAM), aims to: provide training experiences to teachers of Physical Education (PE) regarding the prevention of childhood obesity according to the franklian theory. The product, a training course, which was developed in a distance format (EaD) with 14 Physical Education teachers from the State Secretariat for Education and Sports of Amazonas (SEDUC-AM), is organized in two parts: first, it deals with the fundamentals the training course, presenting Viktor Frankl and the contributions of his theory to the training of Physical Education teachers, specifically, to address the prevention of childhood obesity; second, deals with the development of the training course, which is organized into 40 hours, based on three units, each containing three classes, presented in scripts. The results of the development of the educational product indicated that PE teachers recognized the importance of understanding human three-dimensionality for the perception of new ways to face the challenges of preventing childhood obesity.
Dimensões pedagógicas: orientações para a gestão de formação continuada de professores para Educação Profissional e Tecnológica
(2017-08-07) Vilas Boas, Maria Erinete Reis; 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; Maia, Dayse Peixoto; http://lattes.cnpq.br/2263562348561670
This Guide is a product of the master’s thesis “Necessary Teacher Knowledge in Continuing Teacher Education for High School Professional Technical Level”. It is an instrument created to subsidize the pedagogical sector in the contact with the teachers of the Federal Institutes as a form of approach in the handling of the teaching in the reach of the necessary teachers’ knowledge for the continued formation in the EPTNM, strengthening of a more participative management in the improvement of praxis In the day to day of the teachers. This resource (guide) reflects some issues that emerged during the course of research and deserve a re-signification of attitudes in dealing with the teaching of institutions in general. After learning about the reality through the questionnaire / interview applied to teachers, it was found that teachers encounter many difficulties, so this guide contains important information that can be adapted to the other reality of a teaching institution. It has a basic structure with the following parts: summary, presentation, objectives, target audience and four units with well-defined characteristics for an intervention.
DT na publicidade: uma proposta de ensino-aprendizagem para o desenvolvimento de projetos publicitários com Design Thinking: guia didático para professores
(2018-12-04) Souza, Amarinildo Osório de; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pacheco, Almir de Souza; http://lattes.cnpq.br/9497811380342629
In this work, we report the adoption of Desing Thinking (DT) in Education, contextualized in the real context of the classroom, with a teaching-learning proposal that integrates DT into the development of advertising projects, considering as public target undergraduate students in Marketing and Advertising. The proposal and the materials that integrate it were organized in the format of a Didactic Guide for undergraduate professors in Marketing and Advertising. The objective of this material is to gather and make available the materials and resources for the application of the proposal in the classroom, as well as to provide a set of orientations, from the perspective of the teacher and the student, enabling the replication and generation of other related experiences in their respective teaching contexts. The Guide includes the detailing of the teaching-learning proposal, with teaching and teaching planning, as well as other didactic resources: learning guides (to guide the face-to-face and autonomous study), advertising projects (guidelines and examples of how they can be organized ) and rubrics (used as evaluation tools). The material was organized in three main units: the first one, with a theoretical foundation on DT, including the discussion of some initial concepts, presentation of phases, values and tools characteristic of this approach; the second comprises the detailing and resources of the teaching-learning proposal, with a set of guidelines for teachers and students on how to conduct the application; the third and final unit is the detailing of four (04) advertising projects developed through Design Thinking, based on a practical experience that we carried out during a Master dissertation work. We believe that the Guide can help teachers in the area to replicate the experience through the materials and resources available and, in addition, the construction course, the theoretical foundation and the experiences described can serve as a guide to compose other proposals aimed at teaching Marketing and Advertising and related areas.
É tempo de aru: novos ventos para a educação em saúde bucal nas escolas indígenas – curso de formação continuada
(2020-09-28) Leiria, Laís Vilhena; Azevedo, Rosa Oliveira Marins; 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/6273580825792084; http://repositorio.ifam.edu.br/jspui/handle/4321/566
Developing educational practices in oral health in indigenous schools is still a major challenge for many of the indigenous teachers of basic education, and enabling new perspectives to favor thise practice goes through the training of these professionals. In this new perspective, we present the structure of a continuing education course entitled “It is time for Aru: new winds for Oral Health Education in indigenous schools”, in order to collaborate with the process of continuing education of indigenous teachers in Oral Health Education. The course, symbolically, is an invitation to a trip, in which the trainer/participant will be guided by the paddles of the Aru, and will sail on the waters of the Rio Negro, towards the six stone abodes, which in turn, represent the six formative meetings, with a final workload of 20 hours. Each stone address has an activity guide that details all the activities that must be performed by the trainer/participant. The intention is that this material facilitates indigenous teachers and other professionals interested in promoting the practice of Oral Health Education in the indigenous school context.
Educação Profissional Técnica de Nível Médio: reflexão e proposta formativa para cursos de licenciatura
(2016-05-16) Silva, Fernanda Rebeca Araújo da; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/55
Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos
(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62
In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.
Formação continuada de pedagogos da educação profissional e tecnológica
(2018-04-12) Pinheiro, Luciene de Almeida Barros; Damasceno, Ednacelí Abreu; http://lattes.cnpq.br/1609207614563309; 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; Ribeiro, Josina Maria Pontes; http://lattes.cnpq.br/7550278243707140; http://repositorio.ifam.edu.br/jspui/handle/4321/358
This training process, called “Continuing education of pedagogues of Professional and Technological Education”, aims to promote the continuing education of pedagogues of the Federal Institutes of Education, considering the performance of these profissionals in the continuing training of teachers of Vocational and Technological Education. This process takes place during the course of 05 (five) face-to-face meetings, in the work environment and aims to provide pedagogues in service moments of reflection leaming about professional performance in the context of Professional and Technological Education, leading them to a reflexive knowledge of a self-assessment and the re-signification of some practices. Thus, contributing to the formation of proactive professionals, who can act as collaborators in the development of quality teaching, through a critical and investigative posture facing the challenges to be faced in their daily lives.
Formação continuada para professores de Língua Portuguesa: reflexões e uma proposta à luz do letramento
(2019-04-29) Lima, Augusto José Savedra; Ponciano, Nilton Paulo; Monteiro, Marta de Faria e Cunha; 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/1419088430342779
In this educational product, continuing development course for Portuguese language teachers, as a result of the research carried out in the Professional Masters in Technological Teaching (MPET - IFAM), we emphasize the production of the memorial development genre as a formative possibility, based on reflections and practices in the light of literacy. It is a prototype proposal developed through six workshops and with the aim of instigating the teachers to go through a process of reflection and criticism about their practices and conceptions regarding to their pedagogical work, in a space of construction and reconstruction of their memorials and of themselves. The material that we present is constituted by four units that dialogue with each other. The first, Experiencing the development, it’s directed towards the workshops and their particularities; The second, A Visit to literature, it consists of texts about the formation of teachers in the Brazilian contemporaneity, literacy, textual / discursive genre and the memorial as a space of continued development; the third, A little bit of a lived experience, it presents reports of those who experienced this formative process, at the moment when this prototype proposal was implemented with the purpose of perfecting it; and the fourth, Basic Texts for experiencing the action, it is configured as reference for construction and reconstruction of the memorial development. We understand that thinking about the continuing development of Portuguese language teachers through the bias of the production of memorials in the light of literacy can help in the development of teachers in the Brazilian context. We believe that this prototype proposal can be used in other contexts of the development different the initial proposal, if considering the construction process of it, which is recorded in the master’s degree dissertation Continued development of Portuguese language teachers in the light of literacy: reflections and proposal.
Formação continuada para professores: discutindo o Ensino Médio Integrado
(2017-07-07) Silva, Rosangela Santos da; 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; Henrique, Ana Lúcia Sarmento; http://lattes.cnpq.br/0475297305451211
Guia com orientações para utilização do aprender investigando em formações docentes
(2017-01-27) Andrade, Luciani Andrade 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; Borges, Heloísa da Silva; http://lattes.cnpq.br/9429409939324333
Guia de instrumentalização de trilhas interpretativas para o processo de ensino e aprendizagem
(2018-11-30) Barreto, Laís Cássia Monteiro de Souza; Marques, Jean Dalmo de Oliveira; 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; Monteiro, Maria Terezinha Ferreira; http://lattes.cnpq.br/6007218890588613
Guia didático: origem, formação e erosão do solo: uma proposta para o processo de ensino e aprendizagem
(Instituto Federal do Amazonas, 2017-08-18) Botelho, Juvenal Severino; 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 de; http://lattes.cnpq.br/3416993677349221
INTITLED ORIGIN, FORMATION AND EROSION OF THE SOIL: a proposal for the teaching and learning process; It is a practical proposal for teachers and students to develop practical field activities. It was elaborated from the development of the Master’s Dissertation in Technological Teaching-MPET, of the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center - IFAM / CMC, which the author developed a scientific investigation with the theme titled DIDACTIC PROPOSAL FOR THE TEACHING OF SOIL IN GEOGRAPHY SUBJECT, from holding dialogic classes, practical activities of field lessons and experiments in the laboratory. In the context of the research, considering the motivation of the students, the positive results that culminated in the improvement of the teaching-learning process, we opted for the preparation of this guide, whose intention is to contribute with teachers and students who have interest and / or already hold practical activities in field with the solo theme and / or other related to physical geography and related disciplines. Our contribution is not a proposal that ends in itself. It is only a didactic resource that allied to its creativity, interest, disposition, initiative, reflection, and above all, the commitment to make available a practical regional resource regarding the teaching of physical geography, using it fully or modifying it, taking into account the students in the context of their local and / or regional reality. Thus, we hope that this guideline can be used to improve your field lessons, helping students to acquire learning improvements, more knowledge, respect for the environment and environmental awareness. Finally, that, like our students, we can also learn more and grow as teachers, researchers and citizens.
Itinerário formativo sobre TICs para práticas pedagógicas
(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/3056605003492861
The product of this research, entitled "Formative Itinerary on ICTs for Pedagogical Practices", aims to provide teachers with a continuing education on educational technologies, in the form of face-to-face meetings, in the very environment where they develop their pedagogical work. This grant is organized into five periodic meetings with diverse themes, content for each subject, support material for the study, discussion questions and suggestions for resources such as videos and complementary reading. Elaborated from a formative experience with a group of teachers of the Municipal Education Network of Manaus, this Itinerary, wants to offer the teachers in service, moments of reflection and learning about the use of technologies in the development of constructive and innovative educational practices, making -the collaborator of his own formative process, critical and creative subject. Living a learning experience and group study, sharing their pedagogical experiences, it is hoped that this teacher, will be motivated to think about new possibilities of use of the technological resources in the school, contextualizing the constructive methodologies that will be presented. Experiencing a proposal for differentiated teacher training is complex and challenging, but the change that is desired in education only happens when it proposes to dare and risk.