PROFEPT - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
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Item O ensino da língua inglesa no curso de informática no contexto da Educação Profissional Técnica de Nível Médio (EPTNM): um olhar para o currículo integrado(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924This research investigates the implementation of the integrated curriculum in the Integrated High School with Technical Education at the Federal Institute of Amazonas (IFAM), with an emphasis on the curricular integration of the English Language in the Information Technology technical course. The study stems from the observation of curricular fragmentation and educational duality between English Language and technical subjects, evidenced throughout the Professional and Technological Education Graduate Program (ProfEPT). Considering the importance of English in the technology field and the need for an omnilateral education, the research analyzes how an instructional material can contribute to the implementation of the integrated curriculum. The methodological approach adopted is qualitative, based on Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2011), following three stages: 1) unitization, 2) categorization, and 3) metatext production. Data collection was carried out through semi-structured interviews with seven English teachers from IFAM and the analysis of Course Pedagogical Project (PPC). DTA enabled the construction of analytical categories that revealed structural challenges such as the lack of specific training for teaching English for Specific Purposes (ESP), the absence of curricular integration, and the undervaluation of the English Language discipline within the context of Professional and Technological Education (PTE). Furthermore, it was found that curricular fragmentation and the lack of interdisciplinary approaches hinder the potential of English language teaching as a support tool for students’ technical education. In response to these challenges, the Practical Guide to English for Specific Purposes: Guidelines and Suggestions for Teachers of the Information Technology Course in Integrated High School was developed, featuring methodological proposals, pedagogical strategies, and integrative activities to strengthen the connection between the English Language and the technical components of the course. The study concludes that the implementation of the integrated curriculum requires continuous teacher training, student needs analysis, and active methodologies that foster the connection between English content and the specific demands of the Information Technology technical course. This instructional material is expected to contribute to overcoming educational duality and to the development of an integrated and contextualized teaching approach in Professional and Technological Education.Item A evasão escolar no ensino médio integrado no contexto da escola de ensino técnico do estado do Pará(2023-10-30) Silva, Romilson Alves da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cruz, Rodrigo Andrade da; http://lattes.cnpq.br/1217168298015818The study presented here sought to identify what factors have led students from the Integrated Technical High School at a school in Itaituba-PA to drop out of school, based on reports from students, teachers, and the management team. School dropout is a phenomenon that has historically been present in the daily life of schools, resulting from various causes such as hunger, lack of affinity with the pedagogical proposal of the school and the course, lack of family structure, social inequality, among other factors that cause this problem in educational institutions in the country. The study shed light on issues related to school dropout and its causes, which have already been addressed in works such as Dore and Lüscher (2011); Bordini (2011); Karasinski (2019); Pereira (2003); Pereira (2019), among others cited in the theoretical basis. Faced with this mishap that afflicts education professionals, we set out with the following research problem: What factors have led to students dropping out of Integrated Technical High School at a school in Itaituba-PA, from the standpoint of the students who dropped out, teachers and the school's management team? As for the specific objectives, we established the following: 1) To identify in the literature possible reasons for dropout in technical high school courses in the Amazon context; 2) To verify possible actions to tackle dropout developed within the scope of the Integrated Technical High School in a public school in Itaituba-PA; 3) To develop pedagogical material that can contribute to minimizing dropout in Integrated High School, taking as reference the reports of dropout students, teachers, and the management team. The methodological approach is based on qualitative case study research. Data was collected through semi-structured interviews, document analysis, and direct observation. For data analysis, we followed the Spiral proposed by Creswell (2014). The research was carried out with students who had dropped out of the secondary technical course in Agriculture at the aforementioned school, teachers, and the management team. It was found that social vulnerability is the main motivating factor for dropping out, considering the need for work to help support the family. There is also no consensus on the concept of dropout, either among the students or the management team. Actions to deal with dropout are local and left to the discretion of each school and, although they exist, they are little applied. Based on the reports of the research participants, a study guide was produced as an educational product to guide education professionals in tackling school dropout, providing support for school managers, educators, and teachers in actions to accompany students in preventing school dropout. We hope that the results presented here will help to ensure that the right to education, guaranteed by the Constitution, is realized for all and that they will inspire other studies to help understand school dropoutItem Memórias do Campus Tabatinga/IFAM: uma década de presença na região do Alto Solimões(2023-06-27) Villar, Denise Targino; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321This research had as object of study the Tabatinga/IFAM Campus, whose objective was to describe the history of the Tabatinga/IFAM Campus through documentary and bibliographic sources and the memories of teachers of Integrated High School, between the founding period of the Tabatinga Campus in the Triple Amazonian Border region (Brazil-Colombia and Peru) in 2010 and when it completed a decade of existence in the region in 2020, a very specific period of history, which was the year of the Sars-CoV Pandemic -2 that changed so many areas and education was one of them with the implementation of emergency remote education and its technologies. In this way, we sought to understand the concept of integral human formation that is a central element for technical and technological education. To guide the discussion of this conceptual basis, we resorted to Freire (1996), Gadotti (2011), Ciavatta (2010) and Pacheco (2010). In the discussion involving memory and oral history Thompson (2006) and Demartini (2006). To analyze the questionnaire and interview that were applied with the teachers of integrated high school, we resorted to the methodology of Bardin (2006) for content analysis. We hope that the research has demonstrated the importance that the Tabatinga/IFAM Campus assumes in the region in the educational field on the basis of integral human formation. As an educational product of this research, a photographic exhibition was created with ten photographs on fabric. The photographs symbolically represent each year of existence of the institution, besides other elements that add to the exhibition such as a replica of a typical transport of the region, known as Baleeira and a fabric canvas with the image of the Solimões River plus an excerpt of a poem by the writer and indigenous poet Márcia Kambeba. The photographic exhibition had the characteristic of contributing to the institution's publicity among the school community and the general public.Item Inglês na abordagem instrumental: estratégias de ensino no contexto da educação profissional e tecnológica(2023-04-20) Cardoso, Eliete Silva; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Trindade, Deilson Carmo; http://lattes.cnpq.br/0602516200714965; Rodrigues, . Luana Ferreira; http://lattes.cnpq.br/8236254051650694This study integrates research line 1: "Educational Practices in Professional and Technological Education" and macroproject 3: Educational Practices in the Integrated Curriculum, of the Professional Master's Degree in Professional and Technological Education (ProfEPT), Associated Institution of the Federal Institute of Amazonas - IFAM. The general objective was to analyze the teachers' difficulties in applying the teaching of English to the High School Courses Integrated to Professional and Technological Education of the Federal Institute of Education, Science and Technology of Pará (IFPA) - Campus Itaituba. From the results, an educational product was elaborated to help the teacher, aiming at an integral and omnilateral human formation. The study is justified by the fact that the researcher is one of the professors of the English teaching staff, in these courses, and has experienced the problem of lack of didactic materials in English classes. Teachers of English and students of High School Integrated to Vocational and Technological Education (EPT) were involved in the research. To achieve this goal, the articulation of the concepts of Integral and Omnilateral Human Formation and Instrumental English Teaching and the data construction method were observed with a theoretical study on the current situation of English teaching in these courses, with a Literary Review of works and articles published in educational research, identifying in the National Common Curricular Base (BNCC), the skills and abilities developed by high school students, contributing so that the teaching of instrumental English makes a difference in the human formation of the student and in the world of work. Based on Gil (2002), a survey was carried out of the teachers' difficulties in teaching English at this level of schooling and introducing the new Digital Information Technologies. Interviews and questionnaires guided the research, with 3 English teachers and 25 students of the 3 rd grade of the Buildings Course (8) and Information Technology (17), totaling 28 participants. Descriptions and quantitative and qualitative analyzes of the data were carried out through action research. According to Yin (2017, p.15), the exploratory and explanatory research is conceived from the perspective of the participants, resulting in an Educational Product “Podcast Instrumental English” for teachers and students as a teaching strategy. It is concluded that English in the instrumental approach contributes to motivate students and teachers to use new codes and digital media for teaching and learning a foreign language.Item Formação continuada para a docência na educação física: uma partida histórico-crítica no ensino médio integrado(2023-03-06) Boaventura, Alessandra Bárbara César de Freitas; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Maria Adélia da; Oliveira, Victor José Machado deThe study sought to investigate the teaching of Physical Education in Integrated High School. For this, it articulated the discussion between the Historical-Critical Pedagogy and the Critical Overcoming Teaching Methodology, with the intention of outlining a proposal for the continued formation of Physical Education teachers. The project adheres to the research line Organization and Memories of Pedagogical Spaces for Professional and Technological Education (EPT). The research sought to elucidate the question: What theoretical methodological foundations can contribute to the continuing education of teachers in teaching Physical Education in Integrated High School? A qualitative approach was used, and the data were generated through the analysis of the Pedagogical Projects of the Integrated Technical Courses offered by the Manaus Center Campus of the Federal Institute of Science and Technology of Amazonas (IFAM) and the narrative interview with professors who teach the discipline Physical Education in these courses. The research investigated teaching in Physical Education in the context of Integrated High School, in which the emphasis on sport and the lack of knowledge of the conceptual bases of EPT in the teaching process was verified. The study encouraged the elaboration of the educational product entitled “Physical Education and omnilateral training: Planning teaching for a historical-critical departure” aimed at teachers incorporating theoretical-conceptual foundations of PHC in the Physical Education discipline in Integrated High School. The research demonstrated the need for a conscious teaching action for the development of activities that enhance the omnilateral formation of students, mainly regarding the recognition of body culture as a formative dimension in technical professional education at secondary level. Therefore, it is expected that this study and its educational product contribute to a teaching work that promotes the omnilateral training of subjects in and at EPT.Item O ensino médio integrado e a construção dos projetos de vida da juventude egressa do IFAM Campus Presidente Figueiredo(2022-10-31) Silva, Juliana Pinheiro da; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Davi Silva da; Viella, Maria dos Anjos LopesThe Integrated Secondary Teaching offered by the Federal Institute of Education, Science and Technology of Amazonas (IFAM), in the municipality of Presidente Figueiredo - AM, began in 2010. In 2020 the institution accounted for approximately 450 young graduates. Despite this expressiveness, when we searched for results on the eduCAPES platforms and the Brazilian Digital Library of Teses and Dissertations (BDTD), it was not possible to find research referring to graduates of that institution, or considering the perspective of those young people about their formative trajectory. Therefore, the present work identified the relationship between Integrated Secondary Teaching (IST) and the construction of life projects of the youth who graduated from IFAM, Campus Presidente Figueiredo, as well as indicated a script of items dedicated to the optimization of the institutional page of the IFAM as a monitoring mechanism for graduates of EPTNM courses. Therefore, this research was based on the contributions of Juarez Dayrell, about the youth category; Leão, Dayrell and Reis, in their discussion on the life project category; Moura, Saviani, Silva and Ramos, in their discussions about the Integrated Secondary Teaching and the EPT, in addition to the contributions of Bauer and Jovchelovitch, in view of the perspective of the Narrative Interview. The methodology used consisted of a qualitative approach of a basic nature. Data were collected through field research from the collection of narrative interviews of 21 graduates of the Integrated Technical Course in Electrotechnics at IFAM Campus Presidente Figueiredo, which were analyzed using the technique of thematic analysis, according to Bardin's perspective. Through this research, which is linked to the Organization and Memories of Pedagogical Spaces in Professional and Technological Education Research Line, in Macroproject 4 – Histories and Memories in the context of EPT - of the Professional Master's Program in Professional and Technological Education (ProfEPT/IFAM, Manaus Centro) –, it was found that the construction of life projects of youths is based on their historical context; of a given concrete material reality. In this sense, IFAM has contributed to fostering the construction of life projects of its students, helping them to broaden their horizons and the possibilities of carrying out these projects. In addition, the research also indicated the need for the institution to seek tools such as an institutional website for its graduates, in order to approach and maintain a bond with its former students, as a form of self assessment and a mechanism to continue contributing to projects. academic and professional life of graduates.Item A importância da educação socioemocional para os discentes no ensino médio integrado do IFPA Campus Itaituba(2022-07-14) Campos, Cácia Samira de Sousa; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Siqueira, Thomaz Décio Abdalla; http://lattes.cnpq.br/6975046249673640The study addresses the development of socio-emotional education, based on educational processes that meet the socio-emotional needs of students. It aims to understand the importance of socio-emotional education for students in the Integrated High School of the Federal Institute of Education, Science and Technology of the State of Pará (IFPA), Itaituba Campus. The research site was the IFPA Itaituba Campus and the subjects of study were 13 students from technical high school courses. Through a qualitative approach, this study uses the questionnaire, focus group, observation and field diaries as data collection, in order to better understand the phenomenon researched. For data analysis, Discursive Textual Analysis (DTA) was used, which resulted in the metatext entitled “Paths to the practical meanings of school: the phenomenon of socio-emotional education”. The study indicates the phenomenon of socio-emotional education as a need to prepare for life, in view of the practical meanings of the school, which permeate knowledge ranging from the world of work to the appreciation of emotions and much more. The meanings identified lead to the perception of the need for a edagogical approach that contemplates the students in a holistic way, considering their anxieties, difficulties, profiles and real needs. It also highlights the context of Covid-19 pandemic, marked by social and emotional damage, which highlighted the gap in schools related to the lack of assistance and strengthening of mental health. Based on this information, an Educational Product was created in video format, entitled "Socio-emotional education from students’ perspectives", aimed to subsidize the school community on how to work with socio-emotional education in a meaningful way, considering different student contexts. Its purpose is to address the educational action as a broad process, as the academic performance and action in different real-life settings must be understood from a comprehensive perspective, considering, not only instrumental intelligence but also the ability to manage emotions, affections and social relations, in view of the commitment to Integral Human Training.Item Entre pontes e abismos: a transição do ensino fundamental para o ensino médio integrado sob o olhar de alunos ingressantes(2022-01-28) Cunha, Jessica de Almeida; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Salazar, Deuzilene Marques; Falcão, Nádia MacielThe paper addresses the phenomenon of school transition between Elementary Education and Professional and Technological Education of Integrated High School. The subject was chosen after reflections on the matter during the Graduate Program in Professional and Technological Education. It aims to understand the way that students from the Public Schools of Manaus-AM (Brazil) perceive their transition from Elementary Education to Technical and Professional Education at the Campus Manaus Centro of the Federal Institute of Education, Science and Technology of Amazonas (IFAM-CMC). The research site was the Campus Manaus Centro of the Institute, and the subjects were 13 students entering technical courses in Chemistry and Informatics of Integrated High School. By a qualitative approach, data were collected through individual interviews, observation and field diaries, in order to better understand the investigated phenomenon. To analyze the data, this paper uses the Textual Discursive Analysis, which provided the result of the metatext entitled “Building bridges and crossing abysses: the phenomenon of transition from Elementary Education to Integrated High School”. The investigation points that the differences found between Elementary Education and Integrated High School are related to the difficulties encountered by students in this transition, and constitute what is called “abysses". It shows the workload and school curriculum as differences pointed out by students, and the routine, the personal organization, insecurities and loneliness when joining the IFAM-CMC as difficulties. The support of family and friends, the preparation carried out by the Elementary Schools, as well as the welcoming carried out by the Integrated High School are the “bridges” that facilitate that crossing. Based on that information, the Educational Product “Chilling at IFAM: a guide for newcomers in the Integrated High School” was created with the purpose of helping students in their transition from Elementary Education to Integrated High School at IFAM-CMC, providing information to students to solve the main challenges found in this research. It suggests that when moving from Elementary Education to Integrated High School, one should always try to facilitate the journey, reducing abysses and strengthening bridges.Item Práticas pedagógicas no ensino médio integrado: proposição de um catálogo de produtos educacionais na EETEPA, Campus Santarém(2021-06-30) Lopes Filho, Evandro José Branches; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; Lima, Maria Francisca Morais de; Nogueira, Jocélia BarbosaThere are countless challenges related to the effective implementation of Integrated High School (IHS) associated to Professional and Technological Education (PTE). We can highlight the pedagogical practices issues, which are understood as actions concerning the teaching of classes whose purpose is to articulate theory and practice, highlighting one of the principles of integral education. This study aims to investigate the pedagogical practices developed at Integrated High School of Technical Education School of the State of Pará (TESSP), Campus Santarém, in order to elaborate a catalog of educational products. Such an approach is justified by the need for understanding the pedagogical practices of PTE and the lack of dissemination of educational products that can effectively contribute to that field. The main authors that support the perspectives of this work are Ciavatta and Ramos (2014), Araujo and Frigotto (2015), Freire (2015), Chisté (2017) and Zabala (1998). Regarding the methodology developed, it was adopted the mixed approach, systematizing three fundamental steps: 1) bibliographic research; 2) remote field research and 3) development of a catalog as an educational product. In the first step we observed the following themes: a) integrated high school and b) educational practices in integrated high school. In the second step we interview two target audiences applying questionnaires through the app Google Meet: a) TESSP’s teachers and b) Integrated High School students from the same institution. Regarding to the catalog generated by the research, we highlight the selection of educational products from the Professional Master in Professional and Technological Education (ProfEPT/IFES, 2016). Within this subject, the study is located in the line of research “Educational practices in Professional and Technological Education (PTE)”, which meets the ProfEPT IFAM, Campus Manaus Centro, fundamental precepts.Item Assistentes de alunos: quem são esses profissionais que atuam na educação profissional técnica de nível médio?(2020-08-18) Oliveira, Rosenira Monteiro da Costa; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Andrade, Márcia Irene PereiraThis research discusses the perceptions of the professional practice of the Students' Assistants in the Integrated Secondary School-EMI, identifying their attributions and their educational work in the EPTNM, focused on line 02 of the Post-Graduation Program in Professional and Technological Education (PROFEPT) that deals with the "Organization and Memories of Educational Spaces in EPT" directed to Macroproject 06, regarding the "Organization of Educational Spaces in EPT". It gives as a problem the following question: How has the educational work of the Student Assistant been constructed in the context of the Technical Professional Education of Medium Level in the Integrated Modality? The general objective was to investigate the work of the Student Assistant in the context of Technical High School Vocational Education in the Integrated Mode. Studying the meanings attributed by the student assistants to their practice, qualitative research was used as a methodological procedure using the printed form and the semi-structured interview as a technique, applied to a group of eight student's assistant from the Federal Institute of Education, Science, and Technology off Amazonas - Campus Manaus Centro (IFAM-CMC) that made it possible to survey information essential to the process of objectifying the concepts about their professional practice. Besides the theoretical references, documents, theses, and other sources were collected and analyzed, which we used for the elaboration of this work. Summing up, it was verified that the understanding of the meaning and the challenges of the professional practice of the Student Assistants, conditioned to factors, positive and negative, reported by the professionals and analyzed as constitutive of their profession: a dichotomy between their attributions and the objectives of EPT; challenge of affirming the work as an educational principle before the work submitted to the logic of the market; devaluation and lack of recognition of the profession by the institution. Finally, as a perspective of overcoming these obstacles, the pedagogical product is presented - materialized in a Digital Booklet and constitutive of the dissertation - given the promotion of spaces for reflection and educational actions under the rationale of work as an educational principle, essential to the omnilateral human formation.