PROFEPT - Produto educacional
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/317
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8 resultados
Resultados da Pesquisa
Item Guia de Introdução às Práticas de ESG no IFAM(2024-04-25) Correas, Michelle Guimarães Souza; Szatkoski, EleniceItem Guia de apoio ao discente: programa socioassistencial estudantil do IFAM(2023-04-19) Maia, Francisco Ripardo; Silva, Cirlande Cabral daItem Guia de orientações pedagógicas: Pedagogia de projetos e formação humana integral(2022-07-15) Silva Sobrinho, Moysés Hassan da; Queiroz Neto, José Pinheiro deItem A educação socioemocional sob o olhar dos discentes(2022-07-14) Campos, Cácia Samira de Sousa; Silva, Cirlande Cabral daItem Formação humana integral de alunos da EPTNM: proposta de ensino pela ABP(2022-02-24) Melo, Joice de Lima; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Szatkoski, Elenice; Eleutério, Célia Maria SerrãoThis educational product is a teaching proposal developed from the research conducted in the Professional Master’s Degree in Professional and Technological Education – PROFEPT, resulting from the dissertation entitled “Project-Based Learning (PBL) in the Teaching of Chemistry: performance in the Integral Human Formation of Students of the EPTNM (Higher Secondary Technical-Professional Education)”. It aims to contribute to the integral human formation of students of Higher Secondary Technical-Professional Education. The proposal, developed and evaluated with six students from the Higher Secondary Technical-Professional Education of the Agriculture Course at the IFAM Campus Parintins, is organized, besides the presentation and final considerations, in two parts, as follows: Part I – deals with the theoretical foundation, which concerns the Integral Human Formation and Project-Based Learning; Part II – presents the development of the proposal by Project-Based Learning, composed of five steps, developed in seven scripts. The results of the development of the proposal showed that the PBL acted in the integral human formation of students of the EPTNM in the following aspects: it allowed reflection and action about the community problems; it allowed an attentive look to the environment and environmental culture; it favored the understanding of research as a tool for the construction of scientific knowledge; it allowed the recognition of the need to use technological resources as a tool for the propagation of scientific Knowledge.Item Portfólio: o saber docente - formação humana integral(2020-03-19) Medeiros, Carime Elias Araújo de; 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; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746; http://repositorio.ifam.edu.br/jspui/handle/4321/681The present work aimed to analyze how the teaching knowledge integrated into the pedagogical practice of the MiddleLevel Technical Professional Education (EPTNM) teachers contribute to the student’s integral human formation from the vocational agropecuary course, integrated to the high school level, at the Instituto Federal do Amazonas (IFAM). The problem that guided this research presents the following question: How is the teaching knowledge of professionals working in the classroom contributing to the integral human development of students in the agropecuary course, integrated to the high school at the IFAM Campus Manaus Zona Leste? To answer this question, the following guiding questions were established: Do the professionals who work at the EPTNM know the educational objectives that guide vocational education integrated to the high school level? Is continuous education a common practice among teachers at the EPTNM? Do institutional policies enable teachers to develop innovative pedagogical practices? Based on the research problem and the guiding questions, we have the following objectives: Identify the teaching knowledge used in the classroom; List the main difficulties found in the classroom for the integral human formation of students; Describe the possible (pedagogical) actions to be developed to improve the teacher’s teaching practice of IFAM’s integrated courses; Develop a product that contribute to the continuing education of teachers who work with EPTNM, having as a principle the integral human formation. In this research participated 20 teachers belonging to the permanent staff of the IFAM Campus Manaus Zona Leste who act in 1st year of Agropecuary vocational course. The research was qualitative, based on the actionresearch approach, having the observation and questionnaire as data collection instruments. The data collection duration was 01 month. The theoretical contribution that supported the study is based on the ideas and conceptions of Tardif (2014) and other authors who study about teaching knowledge, among others. The educational product created from this research was a portfolio, based on the teachers’ speeches whose focus is to contribute to foster continuing education for teachers in EPTNM on integral human formation. Taking into account the critical situation that Brazil and, in particular, the Amazonas State concerning COVID19 pandemic, we had to redimension the research, given the impossibility of applying it in loco, using technological tools to mediations, that permitted to carry out the research.Item Quer que eu desenhe? Explicando a formação humana integral através de tirinhas(2021-08-30) Sena, Erika Viana 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; Costa, Mario Gomes da; http://lattes.cnpq.br/5747563416494485; http://repositorio.ifam.edu.br/jspui/handle/4321/679Item 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/4321/302The 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.