PROFEPT - Produto educacional

URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/317

Navegar

Agora exibindo 1 - 20 de 93

Proposta para Conselho de Classe Formativo na EPTNM
(2019-03-11) Andrade, Josefa Aparecida Pereira de; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Eleutério, Célia Maria Serrão; http://lattes.cnpq.br/7844024998662410; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; http://repositorio.ifam.edu.br/jspui/handle/4321/310
The Proposal for Formative Class Council results from the work developed in a Collaborative Group in which six professors, professors of the Professional Technical Education of Medium Level and researcher, master student of the Master in Professional and Technological Education – ProfEPT. The purpose of the proposal is to collaborate with the (re) configuration of the Class Council in the area of Professional Technical Education at the Middle Level, based on the participation, reflection and evaluation / self-assessment of students, teachers and professionals of the Technical-Pedagogical Team. Therefore, the proposal is organized in two parts: the first presents the work with the Collaborative Group composed of teachers, as a possibility to promote the training of teachers in the EPNM (Professional and Technical Education of High School), using as a topic of discussion the Class Council; the second, offers a possibility of Class Council, structured from a formative perspective. It can be inferred from the analysis carried out that the proposal is capable of promoting the (re) configuration of the Class Council and contributing to the training of those involved, based on reflection, evaluation and self-assessment.
Manual de criação de portfólio digital
(2019-05-15) Oliveira, Erinaldo Silva; Nascimento-e-Silva, Daniel; 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/4264092409766582; http://repositorio.ifam.edu.br/jspui/handle/4321/305
This handbook is a product of the master dissertation “Creation of a portfolio of extension courses for the Itaituba Campus of the Federal University of the West of Pará". The product is a tool aimed at the construction of a specific educational product, the digital portfolio, which is a means of demonstrating and proving learning and reflections during a given process or investigative period. It is also an educational resource that allows communication in an innovative and differentiated way. The intention is to propose a teaching-learning process in which the student is understood as an active subject, stimulated to construct his own learning and his research or knowledge course in a creative and collective way, learning in an autonomous and participative way. In this way, the objective is to demonstrate a teaching and learning process that allows the student to develop new knowledge, identifying new discoveries in a shared educational process, active, constructive and multiplicity, demonstrating learning and reflections materialized in an educational product built through a scientific and technological method (NASCIMENTO-E-SILVA, 2018). The research identified that the portfolios can be elaborated for the most varied purposes, with which a teaching-learning proposal is presented that aims to direct to the productive use of digital technologies, developing the reflexive practice in a modern method of teaching, with the intention of generate diverse skills, such as the ability to work together, creativity, initiative, decision making and entrepreneurial skills, skills that are extremely necessary in today's technological society and the world of work.
Futebol para a vida: o gol de placa é esse
(2019-05-24) Marinho, Josiane Moraes; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Peixoto, Marco Aurélio Nicolato; http://lattes.cnpq.br/2168810836048100; http://repositorio.ifam.edu.br/jspui/handle/4321/307
Physical Education, due to its historical milestones between 1964 and 1985, had for a long time been a purely sportivist treatise. Added to this, the conception of many in being considered the discipline of leisure and fun generated a distorted perception of its purpose and contribution within the school environment. Sport as a cultural phenomenon and postcard of the discipline is part of this distorted vision and, therefore, needs to be resignified. Thus, the educational product proposal aims to develop a board game, through soccer, with students from the Integrated Technical Course to High School, aiming at the Integral Human Formation of the students involved game was created, which gives students the knowledge of relevant themes based on the principles of Integral Human Formation. The educational product consists of discussing three themes, racism, machismo and homophobia in football in a playful, critical and reflective way. The intention of this proposal is to bring an opportunity of teaching and learning of Physical Education through new looks and methodologies for sports content. The proposal is presented in 4 moments of great importance for it to take effect. Firstly, a contextualization is made about the importance of games as a resource in teaching and learning; then we discuss about the importance of Physical Education for Integral Human Formation, later we describe about soccer and we make a brief contextualization under the themes that are approached in the game and finally we present the description and the operation of the same. We conclude with considerations about the possibilities in other disciplines with other subjects in order to contribute to the entire Professional and Technological Education network.
Proposta de ensino sala de aula invertida: uma metodologia ativa de aprendizagem
(2019-05-30) Pantoja, Ana Maria Silva; Lima, Maria Francisca Morais de; 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; Brito, César Lobato; http://lattes.cnpq.br/4163631243200566; http://repositorio.ifam.edu.br/jspui/handle/4321/311
This didactic material is a product of the dissertation of Master “Proposal of teaching based on the methodologies active in the superior course of technology”. It is a pedagog¬ical tool to subsidize teaching practice in higher technology courses, with the aim of providing an active learning method¬ology through the inverted classroom, a significant alternative to achieve professional training that meets the demands of the world of work XXI century. Thus favoring a learning in which the student is the protagonist, where they are encouraged to learn in an autonomous and participative way, from real prob¬lems, being, therefore, responsible for the active construction of knowledge. Considering this, our general objective was to develop a teaching practice based on the active methodologies in the superior course of technology. The research evidenced the absence of pedagogical knowledge aimed at EFA in the ini¬tial formation of the teachers under study and the difficulty of relating theory and practice, because they come from different technical backgrounds, with this, a proposal of teaching is pre¬sented that motivates the teacher to (re) build their practices based on meaningful learning, updating and innovating their teaching methods, in order to prepare a professional fit to act in the world of work.
Proposta de avaliação institucional interna para a EPTNM
(2019-06-05) Borges, Nieysila Simara da Silva Castro; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000; http://repositorio.ifam.edu.br/jspui/handle/4321/302
The internal institutional evaluation constitutes a relevant process for the institutions to analyze them practices, to learn about themselves, to identify potentialities and fragilities and to improve them pedagogica l project. The research is part of the Management and Organization of Pedagogical Spaces in Professional and Technological Education and aimed to build a proposal for an internal institutional evaluation for the medium level technical professional educati on (EPTNM) courses at the IFMA Campus Grajaú, to improve of teaching practices and the strengthening of integral human formation. Duri ng the methodological course, had adopted the qualitative approach, participant research as a method and the technique of conversation group . Representatives of the teaching, student, techni cal administrative and parent/ guardian segments participated in the talks. The conversational group intended to discuss theoretical and methodological elements for the structuring of a p roposal of internal institutional evaluation that meets the specificities of the technical courses of average level. The study made possible the understanding of the need of the participation of the actors of the school and systematized theoretical contrib ution to support the internal institutional evaluation in the EPTNM courses. The educational product developed in the research indicated theoretical and methodological orientations for the implementation of the internal institutional evaluation for the cou rses of EP TNM with intent to the institutional self knowledge and the improvem ent of the teaching. It is hope that the proposal will allow a process, participative and formative, analysis of the practices and provide important subsidies for the decision ma king around the improvement of teaching, in the scope of professional and technological education.
Meu estágio
(2019-06-06) Silva, Rilda Simone Maia da; Salazar, Deuzilene Marques; 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; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000; http://repositorio.ifam.edu.br/jspui/handle/4321/304
This tutorial is intended for the institutions and actors responsible for implementing the Supervised Curricular Internship Component, in order to subsidize the use of the My Internship Educational Application. This product was conceived during the research carried out under the Professional Master Course in Professional and Technological Education (PROFEPT) at the Federal Institute of Education Science and Technology of Amazonas (IFAM). We hope that the My Internship App can assist in the internship training processes and contribute to the formation of the professional identity of EPTNM students and other intern students throughout the country. We understand that the supervised internship should be at the center of discussions of people and institutions directly involved in students' professional and technological education, as it can articulate theory and professional practice, setting up as a locus where the student's professional identity is conceived, built and announced. Thus, the product construction process was supported by EPTNM students and teachers through their participation in focus group meetings and interviews, as well as their final validation.
A educação profissional e tecnológica de alunos com deficiência visual no IFPA Campus Tucuruí – História de vida dos egressos
(2019-06-28) Martins, Ronaldo Meireles; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Ferreira, João Elias Vidueira; http://lattes.cnpq.br/8018691254585785
Aprendizagem baseada em empreendedorismo
(2019-06-28) Almeida, Fernanda Cardoso; Queiroz Neto, José Pinheiro de; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Lasmar, Dimas José; http://lattes.cnpq.br/1064512782578721; http://repositorio.ifam.edu.br/jspui/handle/4321/303
It is a teaching proposal and facilitator of learning, elaborated and organized from the principles of entrepreneurship applied specifically to Technical Vocational Education of Secondary Level-EPTNM. Its objective is to serve as a tool for the improvement of teachers 'ways of teaching and students' learning in this educational modality, offering a teaching concept that, if applied under the right conditions, provides subsidies for the increase of academic success rates. of EPTNM students. This material summarizes the experience of applying the prototype developed at the research site so that teachers who have access to it can obtain subsidies for use with their classes, within the context of teaching the EPTNM, either in the classroom or in other related educational environments. The EBL model consists of six complementary categories: mission, strategy, process, mentoring, prototype and outcome; each is described in the proposal path.
Guia didático-instrucional: Inclusão escolar de alunos surdos: E agora, o que fazer?
(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; http://repositorio.ifam.edu.br/jspui/handle/4321/308
The inclusion of deaf students in regular education based on national educational legislation is a challenging reality, but already present in the school environment who need to organize and structure so that all the barriers and difficulties if turn on real access in the inclusive process of these students. In order to contribute to the inclusion of deaf students is made possible, the educational product Didactic Guide - Instructional: inclusion of deaf students - and now what to do? has the objective to provide the school community previous knowledge regarding deaf that will provide an inclusive process more conscious and close to the reality of this student. For this the first educational product will address matters of General knowledge about the deaf, in your second part will deal with issues related to inclusive pedagogical practice and finally will bring proposals for training through workshops, lecture and educational planning to be worked with teachers, educators, students and school community listener who live daily with these students in the school context. We craving that this guide is a tool to help in the implementation of actions in the educational institutions which allow a real inclusion of deaf students in regular school.
Guia de apoio: trabalho docente em Educação Profissional e Tecnológica
(2019-07-24) Sousa, Daniele Ferreira de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; http://repositorio.ifam.edu.br/jspui/handle/4321/309
This is an educational product linked to the dissertation “The senses attributed to work and teaching practice in Vocational and Technological Education”. It is a guide to the EPT / EBTT teacher, who can support their continuing education through selftraining as well as a resource to be used at any time. From the theoretical framework and the analysis of life histories collected during the research stage, it was possible to list topics to be addressed in this product. Therefore , the guide addresses issues related to vocational and technological education, its history and conceptual bases, to teaching work, identity and teaching knowledge; to the EPPT teacher and to the EBTT career and to the educational practices, aiming to contribute to the reflection and criticism of the teacher in EPT, since we assume that, with greater ownership of these themes, the teacher can better understand their educational context, their social importance, and thus , contribute to the formation and / or affirmation of their teaching. The guide is illustrated with speeches inspired by the research participants in order to foster identification and reciprocity with the target audience. The information contained in this product has been summarized, but it does contain indications of where to find more content on the topics addressed to those who are interested in furthering, as well as issues to instigate self-reflection.
Guia AVA: guia de utilização do moodle para uma formação humana integral
(2019-08-16) Brito, Maria de Fátima dos Santos; Queiroz Neto, José Pinheiro de; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761
The educational product called MOODLE User Guide for Integral Human Training, aims to guide teachers on the use and functionality of the resources available on the MOODLE platform in a way that signals a perspective of integral human formation, where it develops in stages. Thus in its development, the Guide presents basic concepts about: collaborative learning and the use of technologies, the conceptual foundations of Vocational and Technological Education (EFA), MOODLE activities and resources in IFAP, besides presenting possibilities of using MOODLE tools within an educational context focused on an integral human formative process.
Guia de instruções: MADE-Minha Agenda Digital Escolar
(2019-08-22) Duarte, Alessandra Ribeiro; Stefanuto, Vanderlei Antonio; 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/5182856984673000
The MADE instruction guide - My Digital School Agenda - results from scientific research entitled: “The Pedagogical Work Organization and its consequences in the process of school failure”, in which it developed an educational application - Digital School Agenda. The digital agenda is structured as an action tool that aims to foster parental participation in their child's school life. In this sense, the primary objective of the application is to enable active communication between the school and the family and enable interactive, versatile and dynamic pedagogical monitoring for students in Integrated High School. In this way, the educational product was conceived to (re) organize the work of the school, in order to minimize the failure rates in the High School Technical Vocational Education. In this sense, the MADE instruction guide details the application's functions in such a way that all tools are explained and used by users to ensure effectiveness in the student's pedagogical follow-up process. It can be inferred from the analysis that the application is able to contribute to the reduction of failure rates in Technical Vocational Education at Middle Level, since the use of the application demonstrated its effectiveness in the process of participation of all involved in student's academic background. Thus, it was evident that the school should develop pedagogical strategies, allied to the use of ICTs, as ways to innovate in the (re) organization of schoolwork.
Formação técnica e humana integral: percepção dos egressos do curso de Agropecuária do IFAM Campus Maués
(2019-08-23) Oliveira, Felipe Nagoberto Coimbra de; Stefanuto, Vanderlei Antonio; 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/2597065203873535
The documentar “Integral, Technical human education: perception of gradutes of the Ifam Campus Maués agriculture course” is an educational related to the research “The Ifam campus Maués integrated agriculture course and Integral human training: challenges and perspectives of a campus from the interior of the state of Amazonas” developed in the Master’s Program in Professional and Technical Education - ProfEPT. This proposal aims to offer graduates of the IFAM/CMA integrated technical course the opportunity to express their perceptions about the training process they received during the time they were students of the institution. The proposal presents theoretical guidelines; the history of the city, the campus Maués and the Integrated Technical Course in Agriculture; planning and production of the Documentary; the voices of the graduates with their perceptions. It is expected that the documentar can provoque reflections and debates – among students, teachers and education professionals – about the profiles of the individuals who are and will be formed by the educacional institutions.
Tratamento de água: sequência didática para o curso técnico em Agropecuária integrado ao ensino médio
(2019-08-30) Gonçalves, Tatiane Alves Pereira; Anglada-Rivera, José; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Ruiz, Yurimiler Leyet; http://lattes.cnpq.br/4485596227952529
This book presents a didactic sequence designed for the content Mixture Separation Methods from water treatment for public supply. It is a didactic guide, which contemplates the four modules built for the development of this work that aims to contribute to the teaching of Chemistry in Professional and Technological Education. The steps mentioned in the book allow the student to assume a more autonomous role in their learning. The activities can be used by chemistry teachers from the first year of high school and even adapted to higher education.
TriLegal: manual do produto
(2019-08-30) Oliveira, Sarah Correia; Anglada-Rivera, José; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Zayas, Fidel Guerrero; http://lattes.cnpq.br/9977494986476816
Autocapacitação para coordenadores de graduação
(2019-10-13) Silva, Ronison Oliveira da; Nascimento-e-Silva, Daniel; 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/4264092409766582
The product entitled “Self-training for un- dergraduate coordinator is aimed at theachers and managers working in higher education who already work or intend to be undergraduate courses coordiinator. The aim of product is to train these professionals by teaching management procedures that, when put into practice, increase the probability of course sucess in periodic assesment conducted by the National Institute for Educational Studies and Research Anísio Teixeira (INEP). To this purpose, a Massive Online Open Course (MOOC) course has been designed, consisting of four modules, each one with their corresponding e-books, which contain the necessary content for the course coordinator to achieve the desired sucess in managing higher courses. The definition of the knowledge that make up the product modules occurred from the definition of Nascimento-e-Silva (2018), which says that the coordinator must pay attention to the management and regulation functions of such course. The study identified that the self-training proposed for undergraduate managers proved to be an excellent tool, which cause be use as didatic guide in the management of higher education courses. This contributes to the strenghtening of professional and technological education, through the fulfillment of the standards required by INEP.
Oficinas pedagógicas de formacao de professores do curso técnico integrado ao ensino médio
(2019-10-31) Silva, Robson Freitas da; Aquino, Soraya Farias; Aquino, Soraya Farias; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Scalabrin, Rosemeri; Ponciano, Nilton Paulo
The proposal presented in this Educational Product is the result of a dissertation entitled ”Teacher Training and Its Importance for Professional and Technological Education at IFAM - Campus Coari” presented to the Master Program in Professional and Technological Education (Prof EPT). The product consists of two pedagogical workshops with the themes ”Discussing the Senses of Inte- gration in Vocational and Technological Education - EFA” and ”Work as an Educational Principle in Vocational and Technological Education”. Its purpose is to contribute to the training of teachers working in Technical Vocational Education at Middle Level (EPTMN) promoting a space for reflection, discussion and creation of alternatives for teaching work, as well as providing teachers with a space for exchange of experiences. And based on elements such as “Integral Human Formation” and ”Work as an Educational Principle”, which make up the theoretical basis of EFA.
Plano de atividade pedagógica: propostas de ações integradoras para a equipe técnico-pedagógica da Educação Profissional e Tecnológica
(2019-12-06) Valle, Maria Raimunda Lima; Aquino, Soraya Farias; 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/7711936468049245
The proposal of the Pedagogical Activity Plan is an educational product in the category of a didactic sequence, the result of research work related to Pedagogue in Professional and Technological Education. This didactic guide includes a set of actions related to the professional competencies of expert pedagogues in order to be planned, implemented and evaluated collectively, collaboratively and interdisciplinary. The objective of this educational product aims to contribute to the integration of pedagogical work based on theoretical and methodological foundations and presents suggestions of technical-pedagogical activities proposing the participation and permanent formation of the team within the Federal Institutes. The Pedagogical Activity Plan is a dynamic proposal and subject to transformations, because it was conceived from the understanding of the historical-cultural dialectical reality in which subjects and contexts integrate, giving their own form to pedagogical work and institutional culture in which they are inserted. The activities were organized into categories of integration and operationalization, and one integration activity and another of operationalization were carried out and validated by ten participants of the research, seven of which were pedagogues, two technicians in subjects’ educational institutions and a teacher. The educational product presents concepts about planning, planning principles, elements of the action plan, legal and theoretical foundations that supported the construction of this didactic guide, the spheres of the activities of the pedagogical team plus eighteen proposals for integration and execution activities from the perspective of the most effective action of these professionals aimed at comprehensive human training and the improvement of teaching and learning processes in Vocational and Technological Education.
Conversas autorregulatórias sobre o ensinar e o aprender na Educação Profissional e Tecnológica
(2019-12-06) Souza, Tânia Midian Freitas de; Souza, Ana Cláudia Ribeiro 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/0583627955031330
Roteiro de oficina pedagógica para a organização do projeto integrador em cursos técnicos de nível médio
(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; 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/2597065203873535; http://repositorio.ifam.edu.br/jspui/handle/4321/433
The pedagogical workshop script for the organization of the integrative project in technical courses at medium level is the result of research work on "The integrative project (PI) as an instrument for implementing the integrated curriculum". It aims to collaborate in advising the members of pedagogical teams in the implementation of IPs with EPTNM, based on the dialogue and the involvement of teachers and students in the planning and management of activities for the critical construction of knowledge and contributing to the self-training of the participating subjects. The proposal is structured in three parts, the first of which brings the foundations of working with pedagogical workshops and the theoretical perspective that underlies the work; in the second it presents cautions that must be observed to use the proposal; and, lastly, the details of the workshop steps. The proposal also indicates 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 Professional and Technological Education of Medium level.