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 Education