Dissertação - PROFEPT
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
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Dissertação A aprendizagem baseada em projetos como instrumento de formação para o mundo do trabalho na EPTNM(2025-03-26) Xavier, Adriane Campos Dinelly; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Weil, Andreza Gomes; http://lattes.cnpq.br/5253723857077661The present dissertation aimed to investigate how Project-Based Learning (PBL) can contribute to the preparation of students in Secondary Technical and Vocational Education (EPTNM) for the world of work. The research objectives included understanding the socioeconomic reality of the students, identifying their perceptions of the world of work, examining institutional strategies aimed at fostering comprehension of this field, and developing an educational product based on PBL. The research was conducted using a qualitative approach, employing a multimethod strategy in the investigated field. The study was carried out with third-year students of the Integrated Technical High School Program in Mechatronics at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Distrito Industrial Campus (CMDI). Throughout the year 2024, various data collection instruments were applied, including questionnaires, brainstorming sessions, mind maps, and workshops. The data analysis technique used was Bardin’s (2011) content analysis, which enabled the exploration of meanings within communications. The findings indicate that most students come from low income families, with a diversity of characteristics, personalities, and aspirations, perceiving the institution as a means for academic and personal development. The analysis also emphasized that work, as an educational principle, is a central axis in the training offered by EPTNM. Students’ perceptions indicated a multifaceted understanding of the world of work, encompassing dimensions such as personal fulfillment, competitiveness, and precarious conditions. In this context, the results showed that PBL fostered a collaborative and reflective learning environment in which students took active roles in knowledge construction. The creation of practical outputs—such as podcasts, videos, and graphic materials—demonstrated students' engagement and ability to link theoretical content to real-world demands. Furthermore, PBL proved to be an effective instrument in fostering an understanding of the complexities of the labor market. As a result of the research, an educational product was developed: a didactic guide titled “The Project-Based Learning and the World of Work”, offering pedagogical guidance and strategies to support the implementation of PBL in the context of EPTNM.Dissertação O papel da CAPNE na educação profissional e tecnológica: uma perspectiva inclusiva para estudantes com deficiência visual(2024-10-31) Santos, Ozivane Monteiro dos; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745This research is an integral part of the Professional Master's Program in Professional and Technological Education, in the research line: “Educational Practices in Professional and Technological Education-EPT” of the Instituto Federal do Amazonas – IFAM/CMC. The study deals with the role of CAPNE in Professional and Technological Education for students with visual impairment. Its main objective was to investigate the role of CAPNE in the process of inclusion of students with visual impairment in the Technical Course of Secondary Level in the Subsequent form of IFAM/CMC. To this end, the aim was to understand the actions of CAPNE in the inclusion process, identifying assistive technologies that provide education and employability to subsidize material that can contribute to the inclusion of students with visual impairment at IFAM/CMC. The methodological path was based on a qualitative approach, using questionnaires and semi-structured interviews with the help of a script as instruments for data collection, systematizing the results of the analysis through categories. The main results obtained from the research were: assertion that CAPNE plays a relevant role in the inclusion of people with disabilities, as well as providing opportunities for assistive educational technologies to contribute to the process of professional and technological training of students with visual impairment enrolled at IFAM/CMC. As a result of the study generated during the research, the booklet entitled: Good practices for the inclusion of people with visual impairment in secondary level technical courses in the subsequent form-EPT emerged as an educational product. This is the result of a collective work between researcher/researched/advisor, where everyone contributed to the construction of a subsidy that will assist students with visual impairment not only in school life, but also in the world of work. Therefore, it is concluded that the impediments and prejudices present in everyday life possibly still limit the exercise of the right to inclusive education for students with visual impairment. However, despite the various challenges, it was observed that IFAM/CMC, through CAPNE, has been committed to providing specialized educational services, offering effective guidance, support and educational technological resources that seek to ensure inclusion that respects individual differences and human dignityDissertação 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.Dissertação A educação profissional e tecnológica na educação básica e a preparação da pessoa com deficiência intelectual para o mundo do trabalho no município de Manaus(2020-07-07) Souza, Leila Maria Carvalho de; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Faria, Rosejane da MotaThe person with intellectual disabilities to be inserted in the world of work needs a professional preparation that allows him to insert in the formal and non-formal spaces of this space. This research has as general objective to identify the challenges people with intellectual disabilities have in the process of insertion of in the world of work, based on the contributions of professional and technological education/PTE?. It presents as specific objectives: a) to describe about the historical aspects of special education; b) to explain the ontological sense and the categories of work as an educational principle, integral human formation and social belonging; c) develop the educational product from an informative video showing the pedagogical work of the Diofanto Vieira Monteiro School. The research approach is qualitative, being a field research. For the theoretical basis on the objectives we have: Frigotto and Ciavatta (2012), Ramos (2008/2009), Rodrigues and Maranhe (2008), Souza (2014), Freire (2017 ), Pistrak (2018), Veltrone and Almeida (2010), Borges (2017), Barato (2008) among others that address the historical process, ontological meaning of the work and its categorical bases and educational product. The participants of the research were three students with intellectual disabilities, ten parents and/or guardians and four teachers, having as locus the Diofanto Vieira Monteiro State School located in the city of Manaus. The research used semi-structured interviews and participant observation as instruments for data construction. The content analysis was done according to Bardin (2016) who obtained as a result the answer to the problem that referred the research from the question: what pedagogical strategies is the basic teaching education of the Diofanto School using to prepare the person with intellectual disabilities to act in the formal and non-formal spaces of the world of work? From the results of the construction of the data, seven categories were reached: job satisfaction, work need, humanized care in the company, participation of parents, fear of loss of benefit, disbelief in the child's capacity and feeling of social belonging. The results, therefore, allowed us to conclude that the work is important for the development of autonomy and independence of the person with intellectual disabilities.