Dissertação - PROFEPT
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
Navegar
5 resultados
Resultados da Pesquisa
Thesis O projeto integrador como fomentador da Educação Profissional e Tecnológica na rede estadual de ensino do Amazonas(2025-03-26) Souza, Bruna Suzane dos Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Pasqualli, Roberta; http://lattes.cnpq.br/6932842326580345; Adria Simone Duarte de Souza; http://lattes.cnpq.br/7915521365617792A pesquisa “O Projeto integrador como fomentador da educação profissional e tecnológica na rede estadual de ensino do Amazonas” está inserida na linha de pesquisa Organização e Memórias dos Espaços Pedagógicos da Educação Profissional E Tecnológica, no Macroprojeto Organização do currículo integrado na EPT, desenvolvido no Curso de Mestrado Profissional do Programa de Pós-Graduação em Educação Profissional e Tecnológica – PROFEPT. O objetivo da pesquisa é investigar as configurações de projetos integradores no itinerário formativo da educação profissional e tecnológica no âmbito do ensino médio da rede estadual de Manaus, apresentando princípios pedagógicos para o planejamento docente que contribuam com a formação omnilateral. Definimos os seguintes objetivos específicos: a) Analisar as relações entre a formação omnilateral e os Projetos Integradores no ensino médio articulado a educação profissional e tecnológica; b) Identificar as concepções de currículo integrado e Projetos Integradores circulantes nos discursos de docentes e membros da equipe técnico-pedagógica do ensino médio da rede pública estadual do Amazonas; c) Elaborar um curso de formação aos docentes que subsidie o planejamento dos professores na consecução dos Projetos Integradores no itinerário formativo EPT da rede estadual de ensino. Para isso, como caminho metodológico assumimos a abordagem qualitativa tendo como procedimentos a análise documental e a pesquisa participante por meio de entrevistas semiestruturadas e roda de conversa. O corpus documental consistiu na Proposta Curricular e Pedagógica para Ensino Médio SEDUC-AM, Documento Orientador de Unidades Curriculares – Projetos Integradores SEDUC-AM e Termo de Cooperação Técnica SEDUC-AM/CETAM. As entrevistas e grupo focal foram realizados com professores de projetos integradores, professores de disciplinas técnicas e supervisor que atuam no ensino médio integrado de uma instituição de ensino médio da rede estadual do Amazonas, situada no bairro Morro da Liberdade, que em parceria com CETAM oferta o Curso Técnico em Logística pelo itinerário EPT. A categorização e as inferências utilizaram a análise de conteúdo de Bardin (2016). Como produto educacional desenvolveu-se o curso “Formação de professores e coordenadores do itinerário formativo EPT para a consecução de projetos integradores”. O curso foi desenvolvido na plataforma Moodle, contendo carga horária de 40 horas e incorporou o conceito de formação omnilateral com foco no planejamento de estratégias para a consecução de projetos integradores no itinerário formativo EPT. Os resultados indicam que os Projetos Integradores (PI) podem promover a formação omnilateral na EPT, desde que articulem disciplinas técnicas e propedêuticas, fortaleçam a formação docente e evitem a redução da educação à mão de obra. A proposta de um curso para professores é um passo, mas depende ainda de políticas que garantam recursos, condições de trabalho e diálogo institucional.Dissertação Literatura amazonense no ensino médio integrado: uma proposta didática para a formação omnilateral(2025-03-31) Jesus, Suelen Souza de; 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; Nogueira, Jocélia Barbosa; http://lattes.cnpq.br/0459825752592236The research titled "Didactic Proposals for Teaching Amazonian Literature in the Integrated High School at the Manaus Zona Leste Campus of the Federal Institute of Amazonas" contributes to the discussions on teaching Amazonian literature within the context of integrated high school education, focusing on holistic education and the development of an educational proposal aimed at supporting teachers in this process. The central question that guided the study was: how to create didactic material that would assist Portuguese Language teachers in addressing Amazonian literature while promoting holistic education in Integrated High School (EMI)? The main objective was to investigate the process of teaching Amazonian literature in the 3rd-year Integrated High School classes at the Federal Institute of Amazonas (IFAM) - Manaus Zona Leste Campus (CMZL), targeting Portuguese Language teachers. The research adopted a qualitative approach, appropriate for educational field studies, with data collection through documentary research and semi structured interviews, using questionnaires before and after the application of the Educational Product at IFAM CMZL and IFAM Manaus Center Campus. The data analysis followed content analysis methodology (Bardin, 2011), with an interpretative focus (Gunder, 2000). The results indicate that including regional literature in the school curriculum strengthens students' Amazonian identity, broadens their literary repertoire, favors their comprehensive development, and promotes the appreciation of local productions. The Educational Product generated is a didactic material focused on teaching Amazonian literature, designed to provide support to teachers on topics covered in the entrance exams of public universities in Amazonas.Dissertação Uma narrativa histórica do Campus Maués/IFAM: as tessituras do ensino médio integrado e a formação omnilateral no contexto amazônico (2010-2019)(2025-03-25) Coelho, Mariana de Oliveira; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Diógenes, Antônia Mara Raposo; http://lattes.cnpq.br/8412404224155459This research investigates the memory of the Maués Campus of the Federal Institute of Education, Science and Technology of Amazonas, located in the interior of Amazonas, with the aim of recording and preserving institutional memory. The theme emerged during the Postgraduate Program in Professional and Technological Education (ProfEPT), based on reflections on the History of Professional Education, its conceptual bases and how this modality arrived in Maués-AM. The study aimed to investigate the historical process of the Maués/IFAM Campus (2010-1019) based on the fabric of Integrated High School and omnilateral training in documents and practice, with an emphasis on preserving the memory of a Professional and Technological Education institution. The theoretical contribution was made by authors such as Manacorda (2007), Frigotto (2018), Della Fonte (2020) Ciavatta (2005), Ramos (2014), among others, who address topics such as Professional and Technological Education, Vocational High School and omnilateral training. The discussion involving memory and oral history as a source of research was based on Magalhães (2004), Le Goff (1990), Santos (2018), Halbwachs (2003), Silva and Barbosa (2022), Freitas ((2006), among others. This research was submitted to and approved by the Human Research Ethics Committee (CEPSH). The research site was the Maués/IFAM Campus and the participants included ten teachers who taught classes for Integrated High School and nine graduates who served as student representatives in the Integrated Technical courses in Agriculture, Information Technology and Administration. The methodological approach was qualitative, with an exploratory character. Data collection techniques involved documentary research and semi-structured interviews, based on thematic oral history. For data analysis, based on Moraes and Galiazzi (2020), Discursive Textual Analysis was chosen, which emphasizes the subjectivity, anchored in the world of experience and everyday life, resulted in the metatext entitled: “Campus Maués/IFAM as a place of memory and identity: a watershed for the Maués community regarding comprehensive human development”. The investigation revealed that the implementation of the Instituto Federal do Amazonas (IFAM) in Maués, with the proposal of Vocational High School Education, represented a crucial milestone for the community, by expanding access to free, quality public education, promoting social inclusion and contributing to the integral human development of students, articulating technical, scientific and cultural knowledge. The research highlights the importance of preserving institutional records, both physical and digital, to ensure that significant milestones are not lost, as well as the legacies of achievements of the people (teachers, technicians and students) who are part of the institution. All this safeguarding helps future generations to have knowledge of the past, understand the present and, at the same time, project the future more accurately, establishing a bond between generations and strengthening the identity of the institution. Based on this information, an Educational Product was developed in e-book format, entitled “The Tree of Knowledge: Maués/IFAM Campus as a Place of Memory and Identity”, a material that uses an analogy to tell the story of the Maués/IFAM Campus, correlating the constituent parts of a plant (guarana) with the fundamental parts of a successful school.Dissertação Formação continuada para a docência na educação física: uma partida histórico-crítica no ensino médio integrado(2023-03-06) Boaventura, Alessandra Bárbara César de Freitas; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Maria Adélia da; Oliveira, Victor José Machado deThe study sought to investigate the teaching of Physical Education in Integrated High School. For this, it articulated the discussion between the Historical-Critical Pedagogy and the Critical Overcoming Teaching Methodology, with the intention of outlining a proposal for the continued formation of Physical Education teachers. The project adheres to the research line Organization and Memories of Pedagogical Spaces for Professional and Technological Education (EPT). The research sought to elucidate the question: What theoretical methodological foundations can contribute to the continuing education of teachers in teaching Physical Education in Integrated High School? A qualitative approach was used, and the data were generated through the analysis of the Pedagogical Projects of the Integrated Technical Courses offered by the Manaus Center Campus of the Federal Institute of Science and Technology of Amazonas (IFAM) and the narrative interview with professors who teach the discipline Physical Education in these courses. The research investigated teaching in Physical Education in the context of Integrated High School, in which the emphasis on sport and the lack of knowledge of the conceptual bases of EPT in the teaching process was verified. The study encouraged the elaboration of the educational product entitled “Physical Education and omnilateral training: Planning teaching for a historical-critical departure” aimed at teachers incorporating theoretical-conceptual foundations of PHC in the Physical Education discipline in Integrated High School. The research demonstrated the need for a conscious teaching action for the development of activities that enhance the omnilateral formation of students, mainly regarding the recognition of body culture as a formative dimension in technical professional education at secondary level. Therefore, it is expected that this study and its educational product contribute to a teaching work that promotes the omnilateral training of subjects in and at EPT.Dissertação A inserção dos docentes ingressantes no contexto da EPT: um estudo de caso em um Instituto Federal da região Norte do Brasil(2022-02-25) Costa, Efraim Menezes de Lima; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Vieira, Josimar de Aparecido; Oliveira, Azira Miranda deThe process of inserting teachers into new teaching contexts is a peculiar moment in the lives of teachers. From the formative point of view, it represents a link between initial and continuing education, representing professional induction. When this context is within professional and technological education within the Amazon region, due to its conceptual basis and objectives, it becomes even more peculiar the afflictions and difficulties of teachers. In view of this, this master's research seeks to discuss the aspects related to the insertion process of teachers of professional and technological education in a federal institute of education, science and technology in the northern region of Brazil, highlighting the formative, experiential and motivational profile of teachers, the measures adopted by the institution in the process of welcoming and inserting them, how this process developed, what were the difficulties encountered and what actions could be implemented to reduce the tensions of this process. For this, the case study strategy was used in the perspective of Yin (2015) to collect the data in the various sources, which are divided into quantitative and qualitative. For the quantitative ones, the survey strategy was adopted, and for the qualitative ones, document analysis and content analysis. The collection instruments were bibliographic and documental references, questionnaires, and interviews with teachers who joined the institution in 2020. As a result, it was created an educational material that aims to support incoming teachers in this moment of entry as a teacher of Basic Technical and Technological Education with a view to the omnilateral training of students since this is one of the founding principles of EFA today, entitled "Handbook for the incoming teacher of IFAM". The research is affiliated to the research line "Organization and Memories in Pedagogical Spaces in Vocational and Technological Education", specifically in macroproject 4 - Stories and Memories in the context of EFA, of the Professional Master's in Vocational and Technological Education (ProfEPT), IFAM pole, Campus Manaus Centro.