PROFEPT - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
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Item Educação inovadora: uma possibilidade na EPT(2019-12-27) Serrão, Yoli Glenda da Silva; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746Professional and Technological Education has historically been associated with compensatory education for the working class; however, many educators have tried to build teaching based on a methodology that allows the construction of a less unequal and more participative society. This bibliographic, documentary and descriptive research aims to analyze the contributions of participatory planning to the implementation of the Escola da Ponte Methodology in EPTNM Courses at IFAM, as well as the importance of re-signifying teachers for this break of paradigms based so strongly on professional education. The theoretical contribution was based on the ideas and perceptions of authors such as Paulo Freire, Saviani, Ciavatta, José Pacheco, among others. The methodology used in this research with regard to the approach is qualitative; as for nature it is Basic; in relation to the objectives, it is of the Descriptive type, with bibliographic and documentary research procedures, with direct observation to two of the schools described in the present work. To analyze the data collected in publications and audiovisuals, Content Analysis and some theoretical assumptions of Textual Discourse Analysis are used, with a predominance of thematic content analysis. Being a research of phenomenological methodology, since it uses the experiences of students and educators published in books and other audiovisual documents. As an educational product, the preparation of an orientation booklet regarding Participatory Planning in the Escola da Ponte Methodology and its implications for Professional and Technological Education (EPT) was considered.Item O projeto integrador (PI) como instrumento de efetivação do currículo integrado(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535The research on “The integrative project (PI) as an instrument for implementing the integrated curriculum” aims to analyze whether the PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way to professional training at IFPA, Campus Bragança, investigating specifically the integrated technical course of Events. Does this research intention when entering the Professional Master's Program in Professional and Technological Education part of the questions of how PIs arise? Are they an attempt to curricularize interdisciplinarity? And, mainly, how can PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way with professional training at IFPA, Campus Bragança? This work is part of the macro project "Organization of the curriculum integrated in the EPT" of the research line of the program "Organization and management of pedagogical spaces in the EPT". The qualitative methodological approach used critical action research, with documental and bibliographic research techniques, interviews, participant observation and roaming diary, pedagogical workshops and content analysis. The results indicate that the IP emerges as an IFPA institutional policy for curriculum integration, that the integrated curriculum can be implemented through the IP, and that the educational product, which is the pedagogical workshop, was constituted as a space for dialogue and teaching. The conclusions indicate that the obligation to comply with IP as a curricular component may have a limitation due to compulsoriness, but at the same time it can be an instrument of implementation of the integrated curriculum. They also indicate that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Vocational and Technological EducationItem Criação de um Vade Mecum educacional da atividade fim ensino dos Institutos Federais(2019-12-20) Neves, Luciano Oliveira Azevedo; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva Filho, Erivaldo Cavalcanti e; http://lattes.cnpq.br/1203576344531897Federal Institutes of Education (FIs) have a public character, which means that they are governed by general and specific legislation. Laws are often difficult to understand by education actors, such as teachers, technicians and managers. And with an aggravating factor: they are dispersed, making knowledge and handling even more difficult to support many educational actions and decisions. In this sense, this study aimed to create the Vade Mecum Educacional, which is the compilation and detailing of all national laws regarding teaching activities, with special emphasis on those developed by the FIs. He used the scientific-technological method, which is characterized by the generation of guiding questions, followed by the collection and organization of laws, stages that configure the scientific part of the method; then the laws were modeled around a Vade Mecum prototype, whose functionality and effectiveness were tested with evaluations by professionals from the teaching area of the Federal Institute of Amazonas (IFAM), and recommendations for improvement were made and submitted to a new evaluation. , configuring the tested and approved final product. The final product consists of a chronological index of the legislation on education, a list of abbreviations and acronyms, 49 constitutional provisions, 9 ordinary laws, an IFAM normative resolution, a technical glossary and an alphabetical and remissive index of the legislation. The conclusion shows that the use of the product in the teaching activities of the FIs will provide more technical and legal security both in its planning and execution and in the managerial decision-making process. The contribution of this study to the area of professional and technological education is to guarantee a reliable and updated legal support so that professionals can develop their activities safely and without temerityItem Educação profissional técnica de nível médio na modalidade de educação de jovens e adultos: uma reflexão sobre a prática pedagógica docente(2019-12-10) Duarte, Tayna Bento de Souza; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245The Technological High School Education Program (EPTNM), implements the study program called Youth and Adult Teachings (EJA). This study program is part of the Brazilian National Integration Program for Professional and Basic Education from Youth and Adult Teachings (PROEJA). This government education program aims to increase the professional scholarity, by setting up new standards for the teacher’s education know-how, which must be orchestrated with the courses expertises proposals. At this context, the teachers education know-how refers to theoretical and practical activities, with assessments between the teachers. This research was accomplished at Graduate Professional and Technological Education Program (ProfEPT), and engaged on a research group, name Control and Management from Pedagogical Clearances on Professional and Technological Education. The main goal of this research is to analyze how the theoretical intercessions from EPTNM acts in EJA, according to the continuous undergraduate program, with the problematization teaching methodology, which allouds the teacher to have a syntonized feedback of the education process, building a live loop classroom dynamics. The research workshops were hold on the Federal Institute of Amazonas (IFAM), Manaus’ City Center Campus (CMC), and the participants were the teachers from the Mechanical High School Undergraduate Program from the daytime shift of EJA. The qualitative approach was used, according to the Action Research method and the main result was a continuous educating workshop, constructed with the problematization methodology in consonance with the Arch of Manguerez. The concepts of the Arch encompass, objectives, concepts and principles to justify the EPTNM’s courses proposals from PROEJA. The Workshops were divided in stages, each stage is an important part of the framework methodology, and these requirements were looking forward to the teacher’s reflexive práxis, aiming the changing processes on the classroom standards. The pedagogical teaching práxis on EJA, presenting new perspectives to the teacher’s labor, accomplishing knowledge from student rights in different ages on the study program. The most feasible result is the educational product, reconstructing scenarios to represent the core of the Arch of Manguerez approach, implementing formative procedures on a live experience environment, with a unified and collaborative ambience.Item A autorregulação da aprendizagem: um caminho para a promoção da permanência e do êxito na Educação Profissional e Tecnológica(2019-12-06) Souza, Tânia Midian Freitas de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Soares, Ana Paulina Aguiar; http://lattes.cnpq.br/0583627955031330The studies by Figueirêdo, Pereira and Oliveira (2015), de Silva (2017), Zago (2018), show the distance between what was proposed as the purpose and objectives for the Federal Institutes in the official documents of creation and the experience of these proposals within institutional, mainly in t he founding bases of Professional and Technological Education EPT. The indicators of academic effectiveness of the courses of Integrated High School EMI indicate just over 50% of approval in a three year training cycle. In view of these considerations, we defined two questions as guiding research: How to promote in EPT a pedagogical practice that integrates knowledge? That it favors the student's active role in his learning process, enabling him to remain and succeed in school? Studies have pointed out that self regulated students in their learning achieve greater school success, as they plan, control and evaluate their cognitive, motivational, affective, behavioral and contextual processes. In turn, self regulated teachers favor their students' self reg ulatory processes. Thus, the general objective of this research is to analyze to what extent, a continuing education course on the construct of Learning Self Regulation, favors participants with possibilities of changes in their pedagogical practices, with a view to promoting it as a strategy of permanence and success in Professional and Technological Education. In this perspective, this qualitative and descriptive investigation took place within the scope of the Professional Master's Degree in Professional and Technological E ducation PROFEPT, located in research line 1: Teaching Practices. Self regulatory conversations about teaching and learning in Professional and Technological Education, is the Educational Product developed in the scope of research. I t is a continuing education course for teachers on the processes of self regulation of learning aimed at promoting school permanence and success.Item O pedagogo na Educação Profissional e Tecnológica: plano de atividade pedagógica(2019-12-06) Valle, Maria Raimunda Lima; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245The pedagogue's activity in Professional and Technological Education constitutes the object of study of this investigative process. The work is inserted in the research line Management and Organization of Pedagogical Spaces in Professional and Technological Education, whose goal is to understand the pedagogue’s activity in the Professional and Technological Education, in the context of the Federal Institute of Amazonas, specifically, in the Manaus Center Campus. The specific objectives were to identify the activities developed by pedagogues in the academic departments of IFAM-CMC, analyze pedagogical activities in front of the challenges of EPT, and systematize a pedagogical activity plan from the perspective of History-Cultural Theory and Activity Theory, aiming at contextualized and integrative actions. The investigative process focused on the Qualitative Research and the Historical Materialistic Dialectics approach, defining the Research-Action as the methodological proposal in order to investigate it’s praxis of the and with the pedagogues in the context of EPT. The instruments and techniques used were the observation, the online questionnaire and the collective interviews through the conversation circles with the participation of ten active servants, where seven were pedagogues, two were technicians in educational matters and one was a teacher, all working in the departments and academic sectors of the IFAM-CMC and performing the position or pedagogical function. The treatment and interpretation of the data were performed based on Bardin's analysis of CA (Content Analysis). The results of the research presented the limitations of pedagogical work in relation to the conditions of administrative structures and their organizational forms and the possibilities of overcoming through integrative pedagogical actions, in addition of the need to promote formative processes of these professionals aiming contributions to EPT. The educational result of the research culminated in the collective systematization of a pedagogical activity planned to be developed in a participatory and collaborative way by pedagogues and the school community and proposes relevant contributions to integral human formation and improvement of teaching practices in the Ifs.Item A formação docente e sua importância para a educação profissional e tecnológica no IFAM-Campus Coari(2019-10-31) Silva, Robson Freitas da; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Scalabrin, Rosemeri; http://lattes.cnpq.br/5879858352336875; Ponciano, Nilton PauloThis work aimed to analyze the formative processes experienced by the teaching staff of the technical course in administration, as integrated with the high school of the Federal Institute of Amazonas, Coari campus, identifying the alignment of these processes with the Professional and Technological Education. For this purpose, a study of the legal landmarks of professional and technological education was also developed, with emphasis on the requirements for teacher training. This is a research developed in the scope of the Master in Professional and Technological Education (ProfEPT) that had as methodological theoretical basis the Case Study developed from the proposal of Yin (2005) which allowed the researcher to deepen the phenomenon studied. The main instruments for data collection were the application of questionnaires and semi-structured interviews, preceded by bibliographic review and documentary research. The theoretical foundation used for the analysis of teacher education processes is based on the teaching knowledge present in the studies by Tardif (2014). The research results guided the development of an educational product in the form of two Pedagogical Teacher Training Workshops elaborated in the perspective of providing a space for reflection, discussion and creation of alternatives for the teaching work through the exchange of experiences and based elements as the “Integral Human Formation” and “Work as an Educational Principle” that compose the EPT Theoretical bases.Item Proposta de autocapacitação para coordenadores de graduação(2019-10-31) Silva, Ronison Oliveira da; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva, Jonas Gomes da; http://lattes.cnpq.br/4264092409766582This study is part of the research line Management and Organization of Pedagogical Spaces and aimed to create a self-training course for undergraduate coordinators aligned with the guidelines of the college education regulatory framework in Brazil. The method used for the creation of this artifact was scientific-technological, which has two dimensions. The first of these is the scientific dimension, performed from the search for an answer to a research problem, which requires collecting, organizing and analyzing the localized concepts to construct an answer that satisfies the guiding question. The second dimension is the technological, which consists in the creation of an artifact, which must undergo mandatory tests to verify its attributes adequacy and adjustments to improve its performance until it is considered approved for final disclosure to its target audience. The survey of the scientific knowledge necessary for the construction of the product was made through bibliometric research on the managerial and regulatory subjects of college education in Brazil. The results obtained in the scientific sizing were handled for the production of the proposed self-training prototype, submitted to tests in order to verify the quality of its components and functionalities, the possibility of product adoption and indication to undergraduate coordinators. The artifact generated for the professional and technological education is a MOOC (Massive Online Open Course) whose purpose is to provide self-training to college education courses coordinators. The expected benefits of the artifact are: a) elevation of Course Concepts (CC); b) college education quality improvement; c) improvement in the undergraduate management; d) refinement of professional training, and, e) contribution to the gradual professionalization of professional and technological education organizations.Item O curso integrado em agropecuária do IFAM Campus Maués e a formação humana integral: desafios e perspectivas de um campus do interior do estado do Amazonas(2019-08-23) Oliveira, Felipe Nagoberto Coimbra de; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Nogueira, Sílvia Cristina Conde; http://lattes.cnpq.br/2597065203873535The present work analyzed the perception of the graduates of the IFAM / CMA integrated technical course in agriculture regarding the process of technical and human formation. The research is part of the line of research Management and Organization of the pedagogical space in professional and technological education and in macroproject 01 Methodological proposals and didactic resources in formal and non-formal teaching spaces in EPT. The objective of investigating if Ifam campus Maués, through the integrated technical course in agriculture provides its graduates a formation beyond the technical formation: an integral human formation. The research had a qualitative approach and used as method the application of open interviews. Thirteen graduates of the integrated technical course in agriculture of the groups from 2012 to 2018, from February to March 2019, were heard. This information supported the production of a documentary, educational product, and served as the basis for the composition of the dissertation, requirements for obtaining the title of Master of the Professional Master Program in Professional and Technological Education - ProfEPT. The research results point to the ignorance of what is integral human formation, although they recognize that they live in an extremely unequal and prejudiced country. The technical training, due to the few possibilities of activities during the course, was presented as “deficient” to 40%, especially in the practical part, although the theoretical training was considered positive. The graduates pointed out the teachers' performance, especially in the disciplines of the human sciences area, as being the ones that provoked discussions and debates of relevant themes and that contributed the most to the reflection about their lives, existences and future projects. It is concluded, therefore, that IFAM / CMA still needs to respond to a more efficient technical training - especially in the aspect of practical training, however through its physical structure and group of professionals, plays a fundamental role in the formation of new generations of maueenses, by provoking reflection on the urgent problems of society.Item A organização do trabalho pedagógico e seus desdobramentos frente ao processo de reprovação escolar(2019-08-22) Duarte, Alessandra Ribeiro; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000School failure in High School Technical Vocational Education (EPTNM) is a complex and contradictory phenomenon, because its existence, permanence and maintenance in the educational environment is due to the very form of organization of the Brazilian school system. combat, also feeds it. In this sense, in order to study the complexity of failure by the bias of the Organization of pedagogical work, this study aimed to understand the phenomenon of school failure, from its relationship with the organization of pedagogical work in Technical Vocational Education of Middle Level from the Federal Institute of Pará - Campus Óbidos. This study is part of the research line Management and Organization of Pedagogical Spaces in Vocational and Technological Education and is a qualitative research. During the methodological course, the research strategy known as Participatory Research was used, the technique of pedagogical rounds and Content Analysis was used for the data collected-interview. Participated in the pedagogical rounds representatives of the teaching (06), students (20) and parents / guardians (07) segments. The pedagogical rounds provided discussions and reflections on the Organization of IFPA-Campus Óbidos pedagogical work and its correlation with school failure. The study made it possible to understand that the Organization of Pedagogical Work in Technical Vocational Education at Middle Level and its consequences in the face of the failing process always assumed a role of social reproduction, that is, it was always directed to maintain and consolidate the hegemony of failure. only in the educational field, but also maintain it as an element of selectivity in the social field, making explicit the eternal class struggle. In this sense, school failure is not only structured as a failure in and of the school environment; on the contrary, it goes far beyond that, it is constituted as a social failure. In view of this, the educational product developed sought to structure a proposal for (Re) Organization of school work that would reduce student failure rates in the integrated technical courses of high school. The proposal is linked to the use of Information and Communication Technology and is based on the structuring principles of the Pedagogical Work Organization, which are: a) work as an educational principle and; b) the democratic management of the school. The educational product is expected to enable a participatory and formative process, foster participatory management in the school environment, enable interactive dialogue between school and family, and enable versatile and dynamic student monitoring.
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