Dissertação - PROFEPT

URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27

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Gênero na organização do currículo integrado dos cursos técnicos de nível médio na forma integrada
(2025-08-29) Gusmão, Lucy Lany Ribeiro; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paixão, Shigeaki Ueki Alves da; http://lattes.cnpq.br/0325797446283826
This study investigated the presence of gender issues in the integrated mid-level building construction technical course at the Federal Institute of Amazonas (IFAM), Manaus Centro Campus (CMC). Given the scarcity of academic literature on this topic at the institution and recognizing its crucial role in integrated human development, this research aims to analyze gender issues in the integrated curriculum, focusing on the Building Construction Technical Course at IFAM – Manaus Centro Campus. By identifying and exploring opportunities for discussing gender relations in the Course Pedagogical Project (CPP), and in the understanding and conception of teachers, it is essential to develop an educational product that includes gender issues in Vocational and Technological Education (VTE). This research is qualitative in nature; data were collected through eight interviews with teachers who currently and have previously worked in the building construction technical course. Data were analyzed using Moraes and Galiazzi's (2020) Discursive Textual Analysis (DTA). The research findings revealed that gender issues manifest themselves in the institution's daily life in a variety of ways, highlighting the need for ongoing training to empower professionals to address emerging issues. In this context, we developed a guide as an Educational Product titled "Guide to Possible Worlds: Teacher Training and Gender in the IFAM Mid-Level Technician Program," for use by teachers and educators to critically reflect on these issues and develop more inclusive curricular planning. The material provides a theoretical and pedagogical foundation for ongoing training, enabling the appropriation of theories and suggested activities for addressing gender issues.
Aprendizagem Tecnológica Ativa (ATA): um elo de dialogicidade para a formação humana integral no ensino médio integrado
(2025-03-28) Araújo, Gilmara Silva 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; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746
Active Technological Learning (ATA) is a methodological teaching process that aims to articulate so-called active methodologies with resources from Digital Communication and Information Technologies (TDICs). From this perspective, we adopt this process based on Freire’s (1996; 2020) dialogic educational conception, which we believe contributes to the field of Professional and Technological Education (EPT), considering the Integral Human Formation of students with a focus on the teacher-student relationship. In light of this, we structured this investigation within a qualitative approach, encompassing documentary research linked to field research, with the locus being the Manacapuru Campus of the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Thus, the general objective of this research was to analyze the contributions of Active Technological Learning (ATA), articulated with the teaching and learning process, aiming to promote the Integral Human Formation of students in the Integrated High School (EMI) in Administration at IFAM Manacapuru Campus. To achieve this, questionnaires were applied to 20 participating students, and semi-structured interviews were conducted with seven teachers. Consequently, we collected a set of data analyzed through thematic and interpretative analysis (Severino, 2013) and content analysis (Bardin, 2020), using as a theoretical lens the studies of Leite (2018; 2020), Moran (2018), Ciavatta (2014), Moura (2015), Kuenzer (2015), among others. The results indicated that Active Technological Learning, aligned with the principles of Integral Human Formation and Freirean student centered learning, represents an innovative and viable pedagogical approach in the Integrated High School (EMI) at IFAM Manacapuru. We also identified that, despite the structural and methodological challenges revealed, there is collective recognition of ATA’s potential to overcome the limitations of traditional teaching and foster more dynamic and meaningful pedagogical practices. Furthermore, we found that although the participating teachers already incorporate active methodologies and digital technologies in their practices, there is a lack of theoretical systematization of these practices. Finally, the research presented an educational product proposal for EMI teachers, offering guidelines on how to integrate ATA into their pedagogical practices. The material included theoretical support, practical activities, examples of TDICs applications and active methodologies, suggestions for formative and diagnostic assessment, always in line with the principles of ATA. Given this, we emphasize the relevance of this material, applied and positively evaluated by the teachers at IFAM Manacapuru, as it aligns with the guidelines established by the Professional and Technological Education Master's Program (ProfEPT), considering the research line on Educational Practices in Professional and Technological Education (EPT).
Benefício creche: análise dos impactos na formação omnilateral dos discentes no Campus Eirunepé-IFAM
(2024-06-04) Silva, Renata Brelaz Gondim e; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Mariano, Sangelita Miranda Franco; http://lattes.cnpq.br/1240496516313247; Mourão, Arminda Rachel Botelho; http://lattes.cnpq.br/3864748731992379
Research developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), linked to the Organization and Memories of Pedagogical Spaces in Professional and Technological Education Research Line. The general objective of the work was to analyze the impact of the Creche Benefit on the omnilateral training of students at the Ifam Eirunepé Campus. To meet this objective, we seek to discuss the daycare benefit and its implications for the omnilateral training of EPTNM students; evaluate how this public policy directly impacts the continuity of students in the educational environment and their academic performance; as well as preparing a video and a portfolio that expanded information related to the daycare benefit. The research is qualitative in nature, using documents and interviews to generate data. The research participants were seven students served by the daycare benefit between 2017 and 2022, and the Eirunepé-IFAM Campus was the locus of the research. The data produced was analyzed using the Bardin content analysis technique (2016). The analysis of the impact of the Creche Benefit on the omnilateral training of students at Ifam's Eirunepé Campus revealed significant benefits, such as improving the academic concentration of students with young children, enabling greater participation in extracurricular activities and better academic performance. Furthermore, there was an increase in retention and completion of courses by beneficiaries. However, difficulties included logistical challenges in organizing time between studying, childcare and participation in academic activities, as well as budgetary limitations that impacted the adequate provision of daycare services, affecting some students who were unable to fully benefit from the program.
Análise de Objetivos de Desenvolvimento Sustentável (ODS) e práticas de Environmental, Social and Governance (ESG) no IFAM: uma discussão crítica e propositiva
(2024-04-25) Correa, Michelle Guimarães Souza; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Lacerda Junior, José Cavalcante; Melo, Marília Carvalho de
This study explores the relationship between sustainability, Sustainable Development Goals (SDGs), Environmental, Social, and Governance (ESG) standards, and Professional and Technological Education at the Federal Institute of Amazonas (IFAM). Through a detailed analysis of IFAM's Institutional Development Plan (PDI), we investigate the interconnection between Integral Human Formation, Polytechnics, Omnilaterality, Sustainability, SDGs, and ESG in educational practice. Combining a documentary evaluation of the current educational scenario at IFAM with an analysis of the PDI's goals, we identified a significant institutional effort to integrate SDGs and ESG practices, particularly in the social and governance dimensions, although the absence of specific environmental goals was noted, which is crucial given the Amazonian context. The research suggests the inclusion of measurable environmental objectives such as sustainable projects, environmental education and research, partnerships, campus environmental management, and community engagement. The results provide insights to strengthen the connection between sustainability, SDGs, ESG, and education, positioning IFAM as a regional leader in sustainable practices by aligning education, research, and operations with SDGs and ESG criteria, thus contributing to addressing contemporary environmental and social challenges.
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/0893076952862401
The 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.
Construtos narrativos: um mosaico de historicidade do fazer pedagógico no Centro Federal de Educação Tecnológica do Amazonas - CEFET-AM (2001 a 2008)
(2023-08-28) Rodrigues, Maria da Conceição Oliveira; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Nascimento, Paulo de Oliveira; http://lattes.cnpq.br/5720247208490048; Andrade, Maria do Carmo Ferreira de
The present research is constituted by the central objective of investigating the Pedagogical Doing in the Federal Center of Technological Education of Amazonas (CEFET-AM), between the years 2001 and 2008, from the realities of the institutional policies. This theme emerged from the perspective of understanding the process of institutional implantation in the context of the reorganization of Professional and Technological Education, mainly in Manaus (locus of the research), being the headquarters unit of CEFET-AM. The theme was not a random conception, but represents the possibility of studying the experiences, constructions of representations of time-space meanings narrated by subjects who participated and acted in technical-pedagogical functions in the phases of existence of CEFET-AM. Among the research theorists, with a phenomenological approach, we highlight Bicudo (2020), who brings in this context the understanding of the phenomenon of investigation of the experiences of social subjects and how they give meaning to the world around them, Clandinin and Connelly (2015), in support of narrative research developed to understand the experiences of social subjects, Koselleck (2006) which constitutes the understanding of the space of experience, contexts and historical concepts, Le Goff (1990) in the investigation of the relationship between time, memory and history, in addition to Moraes and Galiazzi (2020) in the theoretical methodological contribution of Discursive Textual Analysis, as a data analysis tool. The study had a descriptive character with a qualitative approach based on the process of narratives produced by the 5 (five) social subjects (in the research, called crystals), and we used as data collection instruments: field information from the first approximations visit to the Moacir Andrade Museum, the Professor Paulo Sarmento Library, the General Coordination of People Management (CGGP/CMC/IFAM), Documentary Research, application of a questionnaire and narrative interview. Among other aspects, we point out as results obtained, recording the feeling of receptiveness of society at the time, in the projection of improvements and institutional and educational advances with CEFET-AM, mainly by offering higher education courses, expanding the higher education network with investments in teaching, research, extension and revitalization of courses aimed at professional and Technological Education. On the other hand, we perceive, with the data of the subjects' speeches, criticisms related to the discontinuity of the pedagogical sector, disarticulation in the implantation of the new system of education and the recognition of the national policy directed toward the educational formation aiming to attend the labor of the industrial sectors. From the study, we elaborated the Educational Product using the audiovisual documentary genre, under the title of “The Pedagogical Narrative Mosaic: Memories and Trajectories of CEFET-AM (2001 to 2008)”. For this, we used the metaphor of crystals to represent the research subjects and the tesserae, fillets and fragments of the mosaic as the research findings. In the production of the presented resource, we emphasize that this type of genre allows the application as a didactic tool, of composition in theoretical contexts in the scopes of school and academic contexts and represents a way of revitalizing the memories and stories of the social actors in the (re) construction of the Do Pedagogical of the time.
A construção de novas experiências docentes: o ensino híbrido como prática pedagógica na (e pós) pandemia
(2023-04-27) Rodrigues, Simone Santos; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Lacerda Junior, José Cavalcante; Ferreira, Daniel Coelho
In 2020, the whole world was surprised by the covid-19 virus, which claimed millions of lives and sentenced so many others to social isolation. The determination of isolation given by the World Health Organization (WHO), provoked the deconstruction of the way of carrying out face-to-face work activities, demanding an adaptation to the need to avoid interaction between people and, in this way,way, prevent the spread of the virus. This measure reached all educational units in the country, requiring new mechanisms for conducting classes, which had a strong impact on the activities of teachers during the pandemic.. Thus, seeking to deepen the subject, we carried out a bibliographical research, with a mixed approach, that is, qualitative and quantitative (quali-quanti), and for data collection we applied questionnaires, using thegoogle forms, targeting professionals who work in high school vocational and technological education (EPTNM), with the objective of verifying the knowledge of teachers regarding the use of hybrid teaching as a pedagogical practice, within the scope of the Campus Manaus Industrial District/ IFAM, as well as highlighting which challenges were faced in order to carry out hybrid teaching as a teaching practice in the pandemic, and how Digital Information and Communication Technologies (TDICs) contributed, or not, to this pedagogical process. The results point to challenges and paths to be followed for the proper use of blended learning as a pedagogical tool, indicating which factors were decisive in the use of this teaching methodology, in some cases forcibly applied by covid-19 and which presents itself as a viable option even in the post-pandemic.
Narrativas sobre a educação profissional e tecnológica (EPT) no município de São Gabriel da Cachoeira-AM
(2023-04-19) Barreto, Roselinda Lima; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321
Professional and Technological Education (EPT) is a relevant educational modality, foreshadowed in the Law of Guidelines and Bases of National Education (LDB) to promote training in the exercise of professions, help citizens to conquer their place in society, be it white or indigenous, as well as contributing to their insertion in the world of work. Thus, this research aims to investigate the trajectory of Professional and Technological Education in the municipality of São Gabriel da Cachoeira, based on the reports of subjects who experienced this process. The investigation was based on a qualitative research with a narrative approach. We used the narratives as a methodological strategy in understanding the phenomenon based on the experience lived by people in their daily lives. For this purpose, the narrative interview and the documentary survey are part of the data construction techniques, which were analyzed based on the Thematic Analysis. The weaving of this trajectory is told in an e-book, being aligned with this dissertation to cover the historicity of Professional and Technological Education (EPT) in the municipality of São Gabriel da Cachoeira/AM. As a result, we observed that the benefits resulting from the investigation brought return not only to the educational body, in the recognition of history, but also to civil society that benefits from this modality of education, which represents a potent contribution to improving the lives of our participants in the research, both for employees and their children, reverberating change in their thinking and acting, because today they are educators who believe that only through education can we generate the necessary transformation to improve society in São Gabriel da Cachoeira. We leave our research object open so that other paths can be explored, as we bear in mind that no investigation is finished and finished. Finally, by emphasizing the importance of studying this path of the EPT, intertwining history with what was experienced, we want to value and recognize the narratives as integral elements of the social and cultural aspects in the construction of the EPT in São Gabriel da Cachoeira, thus being able to transmit them. them to the generations to come.
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 Lopes
The 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.
Pedagogia de projetos e formação humana integral: as contribuições dos projetos na Educação Profissional e Tecnológica
(2022-07-15) Silva Sobrinho, Moysés Hassan da; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Miguez, Ricardo Correia; http://lattes.cnpq.br/2451011046370792
The present research was based on the need to discuss the relationship between the pedagogy of Projects and Integral Human Formation, seeking, in a systematic and critical way, to overcome the teaching-learning vision detached from a critical, inventive and committed formation with social transformation. Therefore, it was proposed to analyze the use of Project Pedagogy as an active methodology in the integral human formation of students, perceiving them as active subjects of their learning process. During the research, the main characteristics of the Pedagogy of Projects and its contributions to the formation of Integral Humanity are highlighted. For that, a case study of a 2nd year class of the Technical Course in Administration in the Integrated Form of the IFAM campus Coari was developed, in order to point out the discoveries made and the results achieved after the reflection and analysis of the process. Data collection was carried out through the application of questionnaires and semi structured interviews. The results had their data tabulated and submitted to the treatment of the Discursive Textual Analysis methodology, which indicate that the pedagogy of projects contributed significantly to the integral development of the students. As an educational product of this research, a Pedagogical Orientation Guide was developed for the use of project pedagogy in Vocational and Technological Education.

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