PROFEPT - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
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Resultados da Pesquisa
Item O protagonismo feminino no Campus Manaus Centro: a inclusão de alunas no contexto do estágio profissional(2023-10-25) Silva, Joelma Paz da; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Brancher, Vantoir Roberto; http://lattes.cnpq.br/3260077562370842; Oliveira, Alzira Miranda de; http://lattes.cnpq.br/0893076952862401The research addresses the difficulties of inclusion in the world of work within the scope of professional training, highlighting the relevance of internships. The internship often represents the first contact with professional experience, introducing challenges when entering technical areas. The research aims to deconstruct gender inequalities, especially in the area of Mechanics, where students face obstacles, despite the legislation that supports the internship as an educational principle. The study falls within the line of Organization and Memories of Pedagogical Spaces in Professional and Technological Education, within the macro project on formal and non-formal spaces in the world of work and social movements. The conceptual basis of Professional and Technological Education (EPT) guides the research, which seeks to integrate technical training, gender, internship and the world of work as a historical construction over time. The central scientific problem is to investigate the influence of gender on inclusion for the curricular internship in the Mechanics of Technical Professional Education course at the secondary level in the subsequent CMC modality. The objectives include understanding the processes of inclusion and participation of students, analyzing gender relations in the internship, identifying the difficulties faced by students when entering the world of work, describing social barriers and developing an educational product linked to the research results. The method used was a single case study, a qualitative approach involving students, graduates, teachers, administrative technicians and internship integration agents. Data collection was carried out through prolonged interviews, conversation circles, participant observation and field diaries. The analysis of the results was conducted through Content Analysis, culminating in the creation of an educational booklet. This booklet aims to promote debates about female participation in the world of work, highlighting advances and challenges, providing guidance for professional internship students at the Manaus Centro Campus.Item Dialogicidade entre o trabalho como princípio educativo no ensino médio integrado em ações de extensão do PIBEX/IFAM(2023-04-28) Mota, Keila Neves da; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707The research presents a study about the dialogicity that involves Professional and Technological Education (EPT) through the Extension in Integrated High School in the Institutional Program of Extension Scholarships - PIBEX, of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, on the aegis of Work as an Educational Principle. The general objective is to analyze the contributions of the Institutional Extension Scholarship Program (PIBEX), discussing its formative dimensions for integrated secondary education articulated to work as an educational principle. We sought to verify whether or not there is articulation between extensionist practices and work as an educational principle as one of the conceptual bases of professional and technological education (EPT). With regard to methodological procedures, the qualitative approach developed through interviews and questionnaire with coordinators of PIBEX/IFAM projects developed in 2020 was assumed and as analytical support Bardin's content analysis (2016) was used. From the research emerged the educational product that consisted of an e-book aimed at PIBEX coordinators with a view to enhancing the necessary dialogicity between extension and work as an educational principle in federal institutes, more specifically IFAM, involving Integrated High School students (EMI). The research results present an invitation to dialogue and reflection in reference to the predominant discourse that has permeated the choice of themes that subsidize the Extension Projects, induced by the area of academic formation and professional experience of the professor, requiring that the aspects of curriculum and contributions from the conceptual bases of the EPT present a certain indigence, which demonstrated the relevance of the proposal of the educational product in a formative conjuncture for these professors. Because, when approaching work as an educational principle, the statement refers to the relationship between work and education, in which the formative character of work and education is affirmed as a humanizing action through the development of all the potentialities of the human being, it is possible that such precepts are contemplated in the extension actions to scholarship students of Integrated Secondary Education (EMI). In this way, the expected contribution of the study to the field of EPT is the concatenation of extensionist practices with work as an educational principle, since the relationship between work and education is intertwined and understanding this interface is one of the structuring axes for the consolidation and the constant improvement of Integrated Secondary Education at EPT.Item Tecnologia, educação e trabalho: percepções e desdobramentos oriundos do Ensino Remoto Emergencial-ERE no interior da Amazônia(2023-03-17) Sousa, Benara Modesto de; Stefanuto, Vanderlei Antônio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947This research addressed Emergency Remote Teaching from a laboratory perspective, understanding the role of teaching and learning methodologies and educational technologies in this process of re-signification of education, specifically in Professional and Technological Education Technical Middle Level - PTETML, starting from critical theoretical bases and discussing the inseparable relationship between work, technology and education. The research adheres to the research line: Organization and memories of Pedagogical Spaces in Professional and Technological Education. Nucleating in the macroproject: Organization of the Curriculum integrated in the Professional and Technological Education. It started from the following research problem: what are the implications of Emergency Remote Teaching - ERE in PTETML, considering technology, education and work? The general objective was to analyze the implications of emergency remote teaching (ERE), developed in the Technical Course of Medium Level in Informatics, in the Subsequent form, class 2021, IFAM- Campus Tabatinga-AM, through the categories technology, education and work. This is a qualitative, descriptive research using the case study method. The collection instruments were the questionnaire, the interview and the electronic survey. Data analysis consisted of creating a procedure for analyzing objective and subjective questions jointly, using Bardin's (1977) content analysis technique. 4 professors and 3 students from the subsequent computer science course, class 2021, participated in the research. The main results found showed the following notes: professors and students had difficulties during the ERE; the critical conception of work as an educational principle is not yet fully consolidated and; teacher training with regard to teaching and learning trends, mediated or not by digital technologies, needs to show a critical conception of education in EPT. The results and discussions also supported the preparation of the training guide “Methodologies and Educational Technologies: possible approaches for pedagogical practice in EPT”, which presents a totalizing perspective of work and its relations with education; and at the same time that it guides EPT professors regarding these two categories, it also exposes important elements to pedagogical practice, such as active methodologies and educational technologies.Item O assessoramento técnico-pedagógico dos coordenadores de cursos da EPTNM no CETAM: percursos pedagógicos em busca da educação omnilateral no contexto amazonense(2022-05-25) Souza, Pedro Santarém de; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana LucenaThe study arose from inquiries regarding the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) within the institutional scope of the The study arose from inquiries about the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) at the Technological Education Center of Amazonas (Cetam), in relation to the effectiveness of EPTNM in the interior of the state. The research is centered on Line 02 of the Professional Master's Degree in Professional and Technological Education - "Organization and Memories of Pedagogical Spaces in EPT", linked to macroproject 06 - "Organization of pedagogical spaces in EPT". The research problem was: when analyzing the pedagogical praxis of Fortec/Cetam course coordinators, what are the points of approximation and/or distance from the concept of omnilateral training in EPT? The general objective was to investigate the pedagogical praxis of the coordinators of Fortec/Cetam in the process of technical-pedagogical advice to teachers, highlighting the points of approximation or distance from the EPT conception in the omnilateral perspective; and the specific objectives were: to investigate the EPT concepts present in the actions of the coordinators in the technical-pedagogical advisory process, aiming at improving the teaching and learning process; analyze the main pedagogical activities of the coordinators of Fortec/Cetam courses in terms of work as an educational principle and the integration between the scientific, technological and cultural dimensions; to propose an organization of educational actions to assist course coordinators in monitoring teaching practices focused on the curriculum, teaching planning, learning assessment and teaching methodologies of Fortec/Cetam teachers. The sample universe of the research comprised 10 (ten) participants: 02 (three) pedagogues and 08 (eight) course coordinators (bachelors) in the sector. It is an action research and the collection instruments used were: participant observation, questionnaire and focus group. The speeches were transcribed and submitted to content analysis: pre-analysis, exploration of the material and treatment of the results in Bardin (1977). We used the theoretical basis referring to the assumptions of Saviani (2007), Marx (1998), Manacorda (1990), Borges (2007), among others. The results demonstrate that the Fortec/Cetam course coordinator presents himself as an important professional for the improvement of the teaching and learning process, since his activities include organizational actions, means and goals, with pedagogical work being the essence of your praxis. In view of this, as these are real contexts, some limiting conditions for their work are presented. It is also highlighted the training needs of the group on the conceptual bases of EPT. As a result of the research, an educational product was built in the format of "Pedagogical Plan for Course Coordinator: Educational Praxis in Professional and Technological Education", with the purpose of reflecting on alternatives for the realization of the EPTNM and assisting in the technical-pedagogical advising of courses, focusing on coordinators and similar professionals.